Learning Behaviors for Success
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TABLE ACTIVITY #3: Learning Behaviors for Success
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Key learning skills and techniques
& ownership of learning • Goal setting
• Persistence
• Self-awareness
• Motivation
• Help seeking
• Progress monitoring
• Self-efficacy
Techniques to succeed in challenging & demanding learning situations • Time management
• Study skills
• Test taking
• Note taking
• Memorization
• Strategic reading
• Collaborative learning
• Technological proficiency
Strategies to include in
MTSS Interventions
& when writing
IEP goals, objectives
(Provide/share examples)
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Goal setting: creating an IEP goal that enables the student to set a goal of what to accomplish and monitoring if that happened
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The teacher's are posting exactly what the student's are suppose to learn for the week on the board.
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High School-Post Secondary Special Education Strategy- Teach study skills-taking notes, highlighting text, etc.....We have to teach this to kids. Model with direct instruction.
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Focus more on setting goals regarding replacement behavior (pro-social skills) versus focusing on reduction of problem behavior.
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Middle School: Check in/check out - Tier 2 strategy PBIS strategy this will phase into self-monitoring Check and connect-students assigned a mentor for minimum of 2 years for students showing disengagement. The mentor will meet with student weekly, meets with family monthly, mentor meets with administrators monthly
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ThinkKids-online outline for executive thinking ideas create rubrics so kids know how they are doing on adaptive functioning/executive thinking. also for self-monitoring scales http://www.thinkkids.org/wp-content/uploads/2015/04/CPS-Assessment-and-Planning-Tool-102014_FORM.pdf
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Motivation: teaching a variety of strategies for studying (fun ways to practice spelling words)
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Check-in/Check-out: provides students with a consistent adult to start and end their day. Builds relationship and connectedness to school
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Using timers to keep on schedule for the teacher and students. Could be digital or sand timer or whatever works.
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High School-Post Secondary Special Education Strategy-Teach and practice soft skills. Working as a team, getting critical feedback, etc..... We have to teach and practice these
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Involve student more often in goal setting and progress monitoring. Maybe have them choose the goal they want to work on for the week or the day. Have teachers and staff know the support plan and help to reinforce that specific behavior. A way for the student to start to self-reflect and self-regulate.
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Middle School: Homework clubs- after school program for completing homework with rides offered to students to get home High School: after school program for reading and math with rides to home
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A 5 Is Against the Law! Social Boundaries: Straight Up! An honest guide for teens and young adults is a state approved curriculum that students are monitoring their own behaviors at home and at school.
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Self Progress Monitoring iPad app in order for students to self monitoring behavior
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Progress monitoring and self-awareness: Electronic check-in to lessen tardiness (elementary level). Students check themselves into the class; builds independence.
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Have kids skip to the easy questions and then go back to the more difficult questions on tests.
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High School-Post Secondary Special Education Strategy-Student led IEP meetings. Student do goal setting and progress monitoring of their goals.
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Provide more training/direct instruction in those executive function skills (part of core) for our students.
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Middle School: an after school program is reframed as a way that students have the opportunity to receive assistance/help with their homework and assignments to make them the best student they can be.
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Social Thinking.com
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Self-awareness: using iPad apps for creating social stories to help teach social skills and social learning
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Self-awareness: Visual schedules and behavior charts-students check-off tasks they've completed as they go through their day.
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Note Taking: highlight the important pieces of the notes or tell students' directly this will be on the test so they can mark it.
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High School-Post Secondary Special Education Strategy-Help students advocate for their accommodations. Do students really understand what accommodations they will need for life and do they know how to advocate for them. Text to speech software,
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MTSS block at end of every day - can be flexible and every student can go to a different classroom focusing on different skills based on their needs - have it not just be traditional academic skills but include those executive functioning skills.
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Middle School: Service learning projects through various clubs or as a school requirement
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Should I or shouldn't I curriculum. Interactive curriculum
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Motivation & Self-awareness: using point sheets to help keep students motivated to improve behaviors throughout the day (a day not ruined by 8:30am)
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Self-awareness: students coloring in own chart to see their progress
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Alternate preferred and non-preferred activities for students so they can get through activities.
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High School-Post Secondary Special Education Strategy-Allow teachers more time to be with their special education students to build and successful 4 year transition plan. Time to meet frequently with caseload students.
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Peer buddy/mentor - utilize as support to help the student. (Could be as a support when talking to a teacher about a problem or as a resource for study skills, etc) Builds a sense of belonging and connection as well as skills.
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Progress monitoring: using sticker or additional immediate reinforcement for frequent self-monitoring and feedback of behavior
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Progress monitoring: students filling in their own data on a visual chart to see their progress (helps to identify personal goals and growth)
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Give kids the opportunity to work on some problems and take some off or work and then get a homework pass.
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Changing our language of how we speak to children. Instead of good job, talk about how hard they tried or worked on something.
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Help seeking: rewarding younger students for positively seeking out assistance (versus demonstrating a behavior) to reinforce that asking for help is positive and doing so appropriately is rewarding (extrinsically and intrinsically)
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Persistence & Self-awareness: using a time clock to show students how much time they have to complete something
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Do a preference assessment with the student.
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Acknowledging children and the language they use. Being uncomfortable is ok and helps you grow. Helping them to change their perspective when something is hard. Maybe our teachers lack the language to manage the emotions of the children and how they are feeling when they feel uncomfortable. Kids need to understand that it's ok to struggle and that not everyone will get it 'right' the first time.
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Having a box for rocks (a "treasure box" for a student who always brings rocks from recess inside and a place for him to leave them) - this can build self-awareness, progress monitoring, and reduce the behaviors when an adult previously had been reprimanding for this behavior.
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Goal setting & Progress Monitoring & Motivation: Using Class Dojo to help students keep track of group data and personal data with rewards built in (positive motivation for attaining a goal as a group, encourages positive peer pressure to meet expectations)
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Acknowledge a student's feelings. Use the 5 point scale or Zones of regulation. Can use a popsicle stick with a sheet of paper attached that has a happy face on one side of the piece of paper and a sad face on the other or a mad face so the student can tell you how they feel.
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Need to build these (executive functioning) skills in naturally during school and instruction. With common language and support in order to reinforce those skills.
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Goal setting & Self efficacy: enabling every student a leadership role in the classroom in order to build strengths and leadership skills
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Self-awareness & Motivation Self-Efficacy: using a "reflection area" in order to reflect on how one is not meeting expectations and how s/he needs to reflect on changes needed in order to improve behaviors (nice way of calling a time-out space and turning into a positive/motivating way to empower behavior change)
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For kids with attention/hyperactivity issues tape off an area around the desk, use a taller desk, use a wiggle seat, bands around the leg of chairs, fidgets, velcro on desk etc...
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Self Progress Monitoring & Self-efficacy: using a "recovery space" that is not punitive in nature in order to help students use a coping strategy in order to de-escalate (place to escape situation as a way to cope and prevent behaviors from escalating)
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Connecting the kids to a school based therapist that is consistent.
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