Executive Functioning
A student walks into class and does not know what is happening next. They frequently ask, “What are we doing?” and need to see the plan for the day.
Visual schedule or Posted daily agenda
A student is working on staying seated and completing their work. The teacher gives the student a sticker each time they meet the goal. After earning a certain number of stickers, the student earns a preferred reward.
Incentive Chart
A student has difficulty recognizing how they are feeling. An adult uses a chart with different emotions and asks the student to identify which feeling matches how they feel that day.
Feelings Chart/Emotion Check-in
The name of the schoolwide SEL curriculum.
Changing Perspectives
A student is given a large assignment and becomes overwhelmed. They have difficulty knowing where to begin but are more successful when the assignment is broken into smaller steps.
Chunking Directions/Tasks
A student follows the classroom expectation by raising their hand before speaking. The teacher gives the student a thumbs-up and says, “Nice job waiting your turn!”
Positive Affirmation
A student has difficulty knowing what to do during unfamiliar situations, such as entering a new classroom or handling a disagreement with a peer. The teacher provides a short story with simple words and pictures that explains the situation, expected behavior, and possible responses.
Social Stories
Name two different self-regulation skills.
deep breathing, taking a break, positive self-talk, counting to 10, stretching, movement, mindfulness, grounding, asking for help, and using a calm-down space.
A student is working independently but often gets off track or is unsure if they are doing the assignment correctly. The teacher stops by several times during the assignment to see how the student is doing and provide help if needed.
Frequent Check-ins
A student is having difficulty moving from one activity to another. The teacher provides a visual reminder, gives a warning before the transition, and tells the student exactly what they should do next.
Structured Transitions
A student checks in with a trusted adult every morning. They briefly talk about how they are feeling and what they may need to have a successful day.
Morning Check-In
When is the universal screener due?
October 8th
A student looks confused after the teacher gives directions. Instead of repeating the exact same words, the teacher explains the directions in a different and simpler way so the student can understand what to do.
Rephrasing
A student frequently calls out during whole-group instruction. The teacher introduces a system where the class earns a mark each time they demonstrate the expected behavior. After earning a certain number of marks, the class receives a predetermined classroom reward.
Classroom Reward System
A student is having difficulty building a positive relationship with their teacher. The teacher intentionally spends 2 minutes each day for 10 consecutive school days talking with the student about topics the student enjoys, without focusing on behavior or schoolwork.
2x10 Teacher Support
What is the social worker's schedule? Lozano, Pepp, & Peetz
Lozano M-F
Pepp M, T, F
Peetz W & Th