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One-on-one check in with student to see how they are feeling

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One-on-one check in with student to see how they are feeling

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Breaking up the task, give a brain break in-between.
Utilising his interests in the task, relating it back to his interests.
Having a timer or clock to signal when the task is finishing.

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Possibly quite distressed by the surprise change of plans.

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Ideas like timers are great because the students can see how long they need to concentrate/focus for. Also a sticker on a page and instructing to write down to the spot is a strategy. Keep checking in on them. Peer or individual accountability ie. how are you going? have you demonstrated the Learning intention? Let them know that their work will be assessed by a peer.

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Let them know the strategies that work well for Adam.
Tell CRT who Adam works well with/scenarios or groups to avoid.
Ensure CRT knows classroom routine.
Have visual timetable ready.
Let CRT know of any potential triggers or situations for sensory overload.
Give them a means of communicating with you/reporting on what occurred during the day.
Have differentiation of tasks ready or options for self-management for Adam that the CRT is aware of.
Let CRT know of fun activities/games/brain breaks that are Adam's (and the class's) favourite so that they can use those to connect with the students.
Let CRT know of Adam's special interests that can be used in class work.

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- check in with Adam, how is he feeling?
- contact parent/carers to see if they can bring clothes before we leave for the excursion
- give Adam the option to stay in the clothes he has or borrow a uniform
- for future excursions, ensure to make direct contact with parent/carer so Adam is supported in the change of routine

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Conference with the student (talk one-on-one)
Establish why he is disengaged.
The teacher actively looked for cues from Addam (behaviour and body language).
Consider the instructions given, are they written, spoken, do you use pictures to demonstrate what they are doing.
Is Adam able to alternatively work on the computer?
Can we put him in his own space?
Noise levels around the classroom during independent work time.
What are other students doing? Are they distracting?
Working with the student for some of the tasks to explicitly scaffold the task given.

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- Give them a document with the normal routines of the class so that it stays consistent for Adam.
- Information about Adam's strategies that he uses in the classroom - headphones? quiet corner?
- A list of teaching strategies that the current teacher uses that they know Adam responds well to.
- Advice - watch noise level, include written instructions.
- Easy access to school behaviour protocols if Adam displays behaviour that the CRT cannot adequately respond to.

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Arrange Meeting with Parents beforehand to discuss the logistics and have a voice (TAL)

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Arrange Meeting with Parents beforehand to discuss the logistics and have a voice (TAL)

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one on one check in with student the next day - how did he feel about the day? Was the glass full? What happened? What was he feeling?

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one on one check in with student the next day - how did he feel about the day? Was the glass full? What happened? What was he feeling?

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Find out more information:

- Check for understanding of the task
- Check level of difficulty (scaffold learning, or differentiate the task)
- Is it a topic Adam can engage with (can you tailor it to his interests?)
- Where is he positioned within the classroom? Is there a lot of noise, is there too much light coming from the window? - Provide a space that is conducive to learning

Let the information you find guide the decisions

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Is the student processing instructions? Could you be more clear about the task intentions? Could a visual timetable/ individual instruction card help?

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team around the learner/ staff meeting to discuss how to better monitor the student going forward, flexibility to change groups on the day

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team around the learner/ staff meeting to discuss how to better monitor the student going forward, flexibility to change groups on the day

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Could be any number of things (below) - so any intervention needs to begin with data gathering. Why is he not finishing his work? Observe, speak to student, etc. 

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Could be any number of things (below) - so any intervention needs to begin with data gathering. Why is he not finishing his work? Observe, speak to student, etc. 

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We would tell Adam beforehand that there is a CRT tomorrow. And we might go into some details about what the day might look like - classes split? independent work? normal style day?

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schedule SSG meeting (repair relationship, align goals)

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schedule SSG meeting (repair relationship, align goals)

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Pre-warn the student that you will be away on that day.
If possible let them know of the CRT they will be having/introduce them.
Communicate with Adam the following day and discuss what went well/what could be improved and then discuss strategies for moving forward.