# data[].attributes.attachment_link.readable_text
inclusionED is an online professional learning community, co-designed with educators, for educators. It provides free evidence-based and research-informed teaching practices and tools to support diverse learners in inclusive classrooms.

In the average Australian classroom, at least three children have a learning difficulty or neurodevelopmental disability. The support and scaffolding these children receive during school can set the trajectory for the rest of their lives, but many teachers don't feel equipped to effectively support the learning of all students in their classrooms.

The teaching practices on inclusionED are underpinned by the principles of Universal Design for Learning. They don't provide a single one-size-fits-all solution but rather flexible approaches that can be customised for individualized learning. The platform also facilitates a national community of practice, enabling social sharing, comments and reviews of the experience implementing specific practices. During the co-design and development of inclusionED, educators reflected on the value of being part of an active, ongoing conversation to share good ideas that work in real classrooms.

A breakdown of sensory processing system, neurodiversity and universal design for learning in Primary Schools.

You're a primary school teacher and have several students that are struggling to pay attention. This is a common, and often, puzzling situation for you as students have varying needs due to neurodivergence, culture, environment, etc.. For students that are on the spectrum or neurodivergent, being expected to learn and process information the same as neurotypical peers often results in frustration for you and the student(s).

1. SENSORY Processing & sensory processing disorder basics (101)

To understand our students (and ourselves) and how they are able to learn, it is crucial to understand our sensory systems.

2. Sensory Processing Disorder and Neurodiversity in Primary School: How it can affect learning

As we just discovered in Sensory Basics 101, the specific patterns of sensory processing and subsequent behavioural and emotional differences will vary among students who are neurodiverse. To keep it simple, you will often see 1 of 2 patterns of sensory modulation: a hyper-reactive tendency also called sensation seeking or 2) a hypo-reactive or sensory avoiding. Individuals with a hyper-reactive tendency a will typically respond to all types of sensory stimulation strongly and often exhibit "fight and flight" responses. Individuals with a hypo-reactive tendency often appear to be unaware of sensory events in their environments and can appear uninterested or distant.

Now that we have a simplified explanation of how our sensory systems work and where there can be disruption, let's explore how this affects academics and learning.

3. Universal Design for Learning

You're a primary school teacher that has several students with differing sensory needs, but how do you address those needs in a way that doesn't single out the student or affect neurotypical peers? That's where Universal Design for Learning comes in and has become a prominent topic in our schools.

5. Neurodiversity Strengths Checklist in Early and Primary School Age Student

We've laid the groundwork for sensory processing differences and the best way to incorporate strategies into the classroom; however, it's also critical to always look at a student for their abilities and strengths while looking at their sensory processing struggles. Thomas Armstrong, Ph.D. is the Executive Director of the American Institute for Learning and Human Development, and an award-winning author and speaker who has been an educator for over forty-five years.He developed the Neurodiversity Strengths Checklist as an abilities-directed reference sheet. While it is not a standardized assessment, it is a reference for teachers, educators, parents, therapists, and administrators to look to the strengths of neurodiverse children instead of their deficits. Refer to Dr. Armstrong's Strength Checklist:

NOTE: The above resources have been developed / curated by Dr Sarah Kennedy, OTD, OTR/L (Waterford, Ireland)

6. "THE NEURODIVERSE CLASSROOM"
By Victoria Honeybourne
With specific learning difficulties more prevalent than ever in mainstream schools, this is the essential guide for teachers wishing to create inclusive and successful learning environments in diverse classrooms. Focusing on promoting acceptance and self-esteem of each child rather than on labelling their difficulties, it shows how to make good use of simple resources and meet a wide range of needs, including children with ADHD, autism, OCD, dyslexia and special speech and language needs.

# data[].attributes.attachment_link.title
Neurodiversity Resources For Students - Neurodiversity Hub - Neurodiversity Hub

# data[].attributes.attachment_link.description
Neurodiversity Hub aims for businesses to welcome neurodivergent students, to recognise and promote their strengths, and be aware of their unique needs.

# data[].attributes.attachment_link.readable_text
Neurodiversity is a term that seems to be everywhere these days. And increasingly, kids and young adults are using it to describe themselves. But what does it mean to be neurodiverse, and where does the term come from?

In short, it means that there are many differences in the way people's brains work. There's no "correct" or "incorrect" way. Instead, there is a wide range of ways that people perceive and respond to the world, and these differences should be embraced.

The term neurodiversity was coined in the 1990s to fight stigma and promote acceptance of people with autism. But it also includes other conditions that involve neurological differences, such as ADHD and learning disorders like dyslexia and dyscalculia.

The neurodiversity movement

The neurodiversity movement was launched by Judy Singer, an Australian sociologist who is herself on the autism spectrum. Singer saw neurodiversity as a social justice movement, to promote equality of what she called "neurological minorities" - people whose brains work in atypical ways. As she defined them, those minorities included people with autism as well as ADHD and learning differences. Singer felt that these differences should not be viewed as deficits, but rather as normal and potentially valuable variations on the way brains work.

A main goal of the neurodiversity movement is to shine a light on the benefits of this diversity. For example, the creativity that so often goes with learning differences like ADHD and dyslexia, or the hyperfocus and novel perspectives associated with autism.

"Everybody has strengths and everybody has things that they're working on," notes Stephanie Lee, PsyD, a clinical psychologist with extensive experience working with kids with ADHD and on the autism spectrum. "Instead of thinking of people with autism or ADHD as needing to be 'fixed,' we put a spotlight on things that they're good at and help with things that they're working on."

In this approach, focusing on strengths becomes an important part of treatment. "Being a strength-based therapist means that I look at the strengths of the family, and of the individual," said Dr. Lee. "And then I think, 'How can I take this unique individual's strengths and use them to breathe life into an evidence-based treatment?' "

Dr. Lee observes that this treatment approach also emphasizes helping kids work towards their own goals, rather than deciding the goals of treatment for individuals without including them. "If there are symptoms that are making it hard for an individual to reach their goals, that are getting in their way, that's what we want to work on."

Proponents of neurodiversity also argue that some of the impairment that affects kids with autism, ADHD and LDs is caused by problems in the environment they're in. For example a rigid school schedule or a loud, bright workplace can make it impossible for them to function well. They are also undermined by the social exclusion that can stem from misunderstanding by neurotypical people. That's why another focus of the movement is to encourage changes in environments - everything from workplaces to classrooms to kids' birthday parties - to make them more welcoming and open to those who think, process and learn differently.

Neurodiversity as identity

Neurodiversity has also evolved from a focus on individuals with a formal diagnosis of autism, ADHD or a learning disorder to include a broader group of people, many of whom self-identify as neurodiverse. Cynthia Martin, PsyD, the Clinical Director of the Autism Center at the Child Mind Institute, describes this shift.

"The term used to be used to describe people who either had a clinical diagnosis or were borderline, with symptoms that are near the clinical threshold for a diagnosis," she explains. "More recently, what I've seen is broadening to include anybody who identifies with it. People who feel that they think or process outside of the box."

Neurodiversity, she says, has become something many people, especially adolescents, are increasingly comfortable identifying with. For kids around middle-school age who are struggling socially, identifying as neurodiverse can be a way to make sense of what they're going through. The concept gives them a brain-based explanation for their difficulties - "Oh, I'm like this because my brain works differently." It can also help create a sense of community with others who identify as neurodiverse.

Some children are now diagnosing themselves with conditions that fall under the umbrella of neurodiversity, seeing a potential diagnosis as a way to validate their experiences. "The result is that we've been seeing parents come in with their self-referred 11-to-13-year-old who wants to be evaluated for autism," says Dr. Martin. These children may or may not end up with autism diagnoses, but an evaluation is often an important step toward helping them feel better and cope with challenges (more on this below).

Neurodiversity and behavior

Kids aren't alone in finding comfort in the potentially broad applications of neurodiversity. Dr. Martin reports that parents, too, sometimes use the concept to describe children whose behaviors, especially their emotional extremes, don't seem to have any other explanation.

When kids are very rigid, or react with outbursts or meltdowns that seem out of proportion to the circumstances, frustrated parents are left looking for an explanation. "We have parents who say, 'Well, my child must be neurodivergent in the way they're processing information because how could this response be anything else?" she adds. That frequently leads them to seek an autism evaluation, though there are other factors that can lead to extremes in moods.

What to do if a child feels they are neurodivergent?

If a child comes to a parent to say they feel they are neurodivergent, the most supportive response is to be open and empathetic, without judgment, Dr. Martin says. Saying "I'm so happy that you're talking to me about this" is always a good place to start. Getting an evaluation is an appropriate next step, though it's helpful not to promise the child that the evaluation will automatically lead to the diagnosis they are seeking. The evaluation will be the start of providing a solution for the issues that are concerning them.

What the evaluation should yield is a pretty comprehensive look at what the child is struggling with. And it should identify whether those struggles reach the clinical threshold for a formal diagnosis - though it not might be the diagnosis they are expecting. "Sometimes through the evaluation there is another diagnosis that a child meets the criteria for," she says. "There might be social anxiety or a mood disorder. There could be ADHD, there could be non-verbal learning disorder. These are all diagnoses that make it difficult for individuals to navigate social relationships, group environments, and often have co-occurring challenges with sensory processing. Sometimes kids don't meet criteria for a diagnosis of anything."

But not meeting the criteria for a disorder doesn't mean the child's struggles aren't real, Dr. Martin adds. "I tell them, 'That doesn't minimize your experience, so let's talk about what we can do to support you, or find other answers if necessary.' " The end result should be a plan that both parents and child can have confidence in.

Disorder vs. difference

Dr. Martin notes that while the movement to use the term "differences" rather than "disorders" has benefits, it's still crucial to focus on actual diagnosis when children have serious symptoms.

"When kids have a disorder that is significant and will impact them on a daily basis, and will show up at school, will show up in their friendships, will show up in their home life, in their adaptive skills, you do need a diagnosis from a medical perspective," she explains. The diagnosis is the basis for understanding the child's condition, as well as for getting much-needed supports, therapies and school services.

But recognizing neurodiverse people as having differences, rather than deficits, is broadly useful in helping kids fulfill their potential and thrive. "Having the people who you are interacting with - our teachers, employers, friends and family - thinking more in terms of neurodiversity is much more inclusive, much less stigmatizing," says Dr. Martin. "It just recognizes that there are going to be differences in how people go into an environment."

Frequently Asked Questions

What is neurodiversity?

What are some forms of neurodiversity?

Why do some kids want to identify as neurodivergent?

# data[].attributes.attachment_link.title
What Is Neurodiversity? - Child Mind Institute

# data[].attributes.attachment_link.description
Why kids are proudly calling themselves neurodiverse, and what the term means for kids with autism, ADHD and learning disorders.

# data[].attributes.body
This is an example of a large poster a teacher made with grid lines in it for students to put their initials in when they pass a lesson in iReady. When the image has all the boxes of the grid within the image filled, they earn a class reward.

# data[].attributes.headline
Student Motivation - Individual Bead Lanyards

# data[].attributes.subject
Student Motivation - Individual Bead Lanyards

# data[].attributes.body
Students receive a bead to add to their lanyard for each individual lesson they pass. This allows them to work individually on their path skills. They also receive a special "gold" bead if the class reaches their overall passed lesson goal for the week.

# data[].attributes.attachment_link.description
After teaching, practicing, and supporting the development of stamina, students will be able to maintain behaviors of independence for extended periods of time,

# data[].attributes.attachment_link.readable_text
It's not uncommon for students who learn and think differently to also struggle with anxiety. They might worry a lot or be withdrawn at school. They may hesitate to participate in the classroom, make frequent trips to the bathroom or the nurse's office, or even refuse to go to school at all. All of this can get in the way of learning.

What are some classroom accommodations for kids with anxiety? Here are strategies teachers can try.

Providing emotional support

Encourage the student to use self-calming or anxiety-reducing techniques that were taught by a counselor or therapist.

Allow the student to have a self-calming object or family pictures on hand.

Build in "call home" breaks (for students with separation anxiety).

Let the student seek help from a designated staff member with mental health expertise when feeling anxious.

Classroom setup, schedules, and routines

Provide classroom seating where the student is most comfortable (near a door, near the front of the room, near the teacher or a friend).

Let the student sit near the back of the room or by an exit during assemblies.

Assign the student a designated buddy for lunchtime, recess, and/or hallways.

Allow preferential grouping for field trips so the student is with a teacher or friends.

Provide a "take a break pass" to let the student walk down the hallway, get a drink, or leave the classroom when needed.

Create a plan for catching up after an absence or illness (for example, excusing missed homework or having a known time frame for making up work).

Give advance notice of planned substitute teachers or other changes in routine.

Give the student notice and extra time before upcoming transitions, like before recess and lunch, and rehearse transitions in a private or low-stress environment.

Giving instructions and assignments

Clearly state and/or write down classroom expectations and consequences.

Break down assignments into smaller chunks.

Check in frequently for understanding and "emotional temperature."

Provide a signal before calling on the student and a signal for the student to opt out of answering.

Offer written instructions in addition to spoken directions.

Exempt the student from reading aloud or demonstrating work in front of the class.

Let the student present projects to the teacher instead of to the entire class.

Introducing new concepts/lessons

Give extended time on tests and/or separate test-taking space to reduce performance anxiety.

Allow use of word banks, cheat sheets, or fact cards for tests (for students who freeze or "go blank" during in-class tests).

Set time limits for homework or reduce the amount of homework.

Assure that work not completed in that time won't count against the student.

Provide class notes via email or a school portal for the student to preview.

Give notice of upcoming tests (no "pop quizzes").

When students are being treated for anxiety, it's crucial for all of the people working with them to be in contact with their mental health providers about using school strategies like these. Together, you can all ensure the accommodations are a good fit for the student.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Jerome Schultz, PhD is a specialist in working with children, adolescents, and young adults with learning or behavioral needs. He began his career working as a special education teacher.

# data[].attributes.attachment_link.description
How can teachers help kids with anxiety in the classroom? Explore this list of anxiety accommodations.

# data[].attributes.attachment_link.title
Classroom Accommodations for Slow Processing Speed

# data[].attributes.attachment_link.description
Slow processing speed can impact learning at all stages. Find out how teachers can help your child in the classroom. Get ideas for classroom accommodations.

# data[].attributes.attachment_link.readable_text
Explore these classroom accommodations for executive function challenges. Download and print a list of supports for use at school - and even at home.

Students with executive function challenges often have trouble planning, managing time, and organizing. Accommodations can help them work around these challenges and thrive in the classroom.

Here are some common accommodations teachers can use to help students who struggle with executive skills. You can also download and print a list of these accommodations.

Classroom planning, schedules, and routines

Post schedules, directions, class rules, and expectations; make sure the student sees them.

Have a daily routine that changes as little as possible.

Provide folders and a basket of supplies to keep the student's desk organized.

Giving instructions and assignments

Give step-by-step instructions and have the student repeat them.

Use attention-getting phrases like, "This is important to know because...."

Say directions, assignments, and schedules out loud.

Check in frequently to make sure the student understands the work.

Give simple and concrete written and spoken directions.

Grade based on work completed, not points off for work not completed.

Let the student use speech-to-text (dictation) technology for writing.

Introducing new concepts/lessons

Highlight key words and ideas on worksheets.

Give a short review or connection to a previous lesson before teaching.

Allow different ways to answer questions, like circling or saying them.

Provide a rubric that describes the elements of a successful assignment.

Share the test format ahead of time so the student can focus on content.

Give the student an outline of the lesson.

Give notice (when possible) about schedule changes.

Building organization and time management habits

Use organizers and mind-mapping software.

Help the student create a daily to-do list to track assignments.

Use an assignment notebook.

Provide an extra set of books for the student to keep at home.

Break down big projects into smaller pieces with more deadlines.

Provide colored strips to place under sentences or equations when reading.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

# data[].attributes.attachment_link.title
Classroom accommodations for executive function challenges

# data[].attributes.attachment_link.description
What types of accommodations can help students who struggle with executive function? Explore these classroom accommodations for executive function challenges. Download and print a list of supports.

# data[].attributes.attachment_link.readable_text
When students have difficulty processing visual information, it can get in the way of learning. What accommodations can teachers use in the classroom to help students with visual processing issues? Here's a look at some strategies and tools.

Classroom materials and routines

Post visual schedules, but also say them out loud.

Describe visual presentations aloud and/or provide narration.

Build in time to summarize the important information from each lesson.

Provide uncluttered handouts with few or no nonessential images.

Use a reading guide strip or a blank index card to block out other lines of text while reading.

Provide a highlighter to use to highlight information while reading.

Provide a slant board (or three-ring binder) to bring work closer to student's visual field.

Use audiobooks or text-to-speech software.

Provide wide-ruled paper and darken or highlight lines and margins to help form letters in the right space.

Provide graph paper (or lined paper to be used sideways) to help line up math problems.

Provide a note-taker or a copy of class notes.

Have loop scissors available to make it easier to control cutting and following a line.

Provide colored glue sticks to use on white paper.

Use Wikki Stix to create a border for areas to color or glue.

Say directions and assignments out loud.

Clearly space words and problems on a page.

Write directions in a different color from the rest of an assignment (or highlight them).

Include simple diagrams or images to help clarify written directions.

Use highlighting or sticky-note flags to draw attention to important information on worksheets.

Allow time for the student to ask questions about directions.

Completing tests and assignments

Allow oral reporting instead of written responses.

Allow the student to submit answers on a separate sheet of paper rather than on fitting them into small spaces.

Reduce visual distractions by folding a test or using blank pieces of paper to cover up part of the page.

Provide extended time on tests.

Provide a quiet room for tests if needed.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

# data[].attributes.attachment_link.title
Classroom accommodations for visual processing issues

# data[].attributes.attachment_link.description
What types of accommodations can help students with visual processing issues? These classroom strategies can make learning easier for kids with weak visual processing skills.

# data[].attributes.attachment_caption
UDL and SDI (Universal accommodations for all and deeper dive for most complex learners)

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.readable_text
When a student has an Individualized Education Program (IEP) or a 504 plan, you'll likely hear the word accommodation. You may also hear school staff members say modification. While the two words sound similar, they mean different things.

An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn. Here is a chart that explains the differences.

Classroom instruction
Accommodations can help kids learn the same material as their peers. This allows them to meet the same expectations.

Kids who are far behind their peers may need changes to the curriculum they're learning. These are called modifications.

For example, a student could be assigned shorter or easier reading assignments, or homework that's different from the rest of the class. Kids who receive modifications are not expected to learn the same material as their classmates.

A student with dyslexia, for example, might listen to an audio version of a book. But it's still the same book that the rest of the class is reading. Likewise, a student who has trouble focusing might get seated next to the teacher, but still has to do all the regular class assignments.

Classroom tests
Accommodations for testing can be different from those used for teaching.

Modifications in testing often mean that a student covers less material - or material that is less complex.

For example, a spelling test may require the class to study 20 words. However, a student with modifications might only have to study 10 of them. Or there might be two different lists of spelling words. With a modification, what the student is tested on is different.

For example, using spellcheck might help a student with writing difficulties take notes during class. However, it wouldn't be appropriate during a weekly spelling test. At the same time, this student might benefit from having extra time to complete the spelling test or using a keyboard if the physical act of writing is difficult.

Standardized testing
Statewide tests allow some accommodations like extra time or taking a test on a computer. It's best if these are the same accommodations a child uses to take class tests.

Some students take what's called an alternate assessment. This state test includes modifications to the regular test. Questions might be fewer or not cover the same material as the standard exams. Also, the results are interpreted differently. Before you agree to an alternate assessment, find out what the impact will be on your child's academic and work future.

PE, music, and art class
Accommodations for "special" classes like PE, music, and art can be helpful for some kids.

Sometimes, an assignment in a class like PE, music, or art is unreasonable for your child. When this happens, a modification may be made.

For example, the PE teacher might reduce the number of laps a student needs to run. The music teacher might not require a child to learn how to read music.

These are similar to accommodations in the classroom. Kids might get extra time to learn to play an instrument. Or they may be allowed to complete an art project in a different format.

To learn more, watch as an expert explains the difference between accommodations and modifications.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Donna Volpitta, EdD is the founder of Pathways to Empower. Her work draws on the latest research in neuroscience, psychology, and education.

# data[].attributes.attachment_link.title
The Difference Between Accommodations and Modifications

# data[].attributes.attachment_link.description
Accommodations and modifications may be part of a child's IEP or 504 plan. Learn how they're different and how each can help students learn.

# data[].attributes.attachment_link.title
Morning Greetings- Introduction Schedule 

# data[].attributes.attachment_link.title
Responsive Classroom & Morning Meeting in 2W

# data[].attributes.headline
Video: Building a Community with Morning Meetings

# data[].attributes.subject
Video: Building a Community with Morning Meetings

# data[].attributes.attachment_link.title
Morning Meetings: Building Community in the Classroom

# data[].attributes.headline
Video: Appreciation, Apology or Aha (Closing Circle)

# data[].attributes.subject
Video: Appreciation, Apology or Aha (Closing Circle)

# data[].attributes.attachment_link.title
60-Second Strategy: Appreciation, Apology, Aha!

# data[].attributes.headline
Video: My Name, Your Name (Morning Meeting)

# data[].attributes.subject
Video: My Name, Your Name (Morning Meeting)

# data[].attributes.attachment_link.title
What Is Morning Meeting_ _ Responsive Classroom

# data[].attributes.attachment_link.readable_text
Mystery motivators!

Get Yours Here!
Do you have a rambunctious class? Are you looking for a way to manage the mischief in your classroom? Are you feeling like you have tried EVERYTHING under the sun to motivate your students to behave and NOTHING is working! Do you have a student who hasn't been responding to your classroom behavior management system (Tier 1)? Or, are you just looking for something different. No worries.....help is here! Try a mystery motivator! Mystery motivators can be used as a whole class Tier 1 classroom management strategy or can be used as a Tier 2 intervention for those students who need that extra behavior support. They are quick and easy to implement!

Click Here for my complete list

Positive Behavior Strategy

As an instructional coach, I have been asked by multiple teachers to help with the little ones in their classrooms who just aren't responding to their classroom management systems. As a former special education teacher, and my experiences working with students with behavior challenges along with working with my own child's behavior challenges, I have conducted much research. A strategy that I have used in the past and kind of forgot about, is called a mystery motivator! It is an AMAZING strategy that I have had MUCH success with. Mystery motivators build an element of surprise and anticipation with students. This strategy goes along great with Positive Behavior And Supports (PBIS), which our school uses, Trauma-Informed Schools and The Leader In Me program. It is a strategy that focuses on POSITIVE behavior!

What Is A Mystery Motivator?

Students earn MYSTERY prizes or rewards. They literally have NO IDEA what they are working towards until they actually earn it! Rewards are hidden in items such as plastic Easter eggs, pill cases, envelopes, covered cups.... Items are placed into the mystery object. Items can be tangible items, activities, games.... Tangible items like stickers, erasers, gum, tokens, toys....anything you can fit into your motivation container will work. Or, they could be free items like 10 minutes of free time, game time with a friend, lunch in the classroom or high five from the teacher. The smaller items work really well with individual students. If you are using this whole class your rewards can be bigger like an extra recess, class game or treasure hunt. I also throw in some growth mindset quotes and Laffy Taffy type jokes that I like to call "fortunes" (modeled after the fortune cookie of course)!

Shouldn't We EXPECT Student To Comply With Our Rules Without Rewarding Them?

I know!!! I know!!!! Students SHOULD just do what they are told. They NEED to comply!!!! They shouldn't have to earn things just to get their work done, do what is EXPECTED!!! Well....... do you work for free? I mean really.... think about it.....would you come into work EVERY SINGLE DAY for free (that means absolutely NO PAYCHECK)!!!! I think most of you out there would answer no! I'm right there with you. I LOVE my job, the teachers and students I work with and am passionate about molding young minds, but I would not, could not work for no $$$$$. I have used mystery motivators with quite a few of our "high fliers". They work every time!!!! Mystery motivators are a great Tier 2 strategy!

How Do I Start With A Mystery Motivator?

Individual Student or Whole Class? The key to using a mystery motivator is to first figure out HOW you want to use it and WHO you are using it with. Are you going to use it whole class or with an individual student or both?

Survey Your Students: You will need to survey your students or have them come up with rewards they would like to earn. This is an important step. You want to make sure that students are earning preferred items and activities, otherwise, the motivation part won't work.

Brainstorm Motivators: I usually ask my whole class WHAT they would like to work towards earning. For individual students, I give them a list of items (usually smaller items) they can choose from and ask them if there is anything they would like to work towards that is not on my list. Check out my rewards list. If you are planning on using mystery motivators with your whole class and an individual student, make sure you create a list with the whole class and a specific list with the individual student. I cut this list up and use the slips of paper in my Easter eggs along with a growth mindset "fortune".

Click Here

Set Positive Behaviors:

Students need to know how they will earn the mystery reward. What are you going to be looking for? Be specific with your positive behavior expectations! This could and SHOULD follow your classroom rules and behavior expectations. Make sure to keep it POSITIVE. Create a visual list and post it clearly in your classroom. Remember, this is a motivation tool, NOT a punishment tool!

Set Up Your Tools: Get A Full List Of My Tools Here!

I have used a few different tools for my mystery motivators. I have used notecards or popsicle sticks in a manilla envelope (color the mystery square-great for all ages), plastic easter eggs (Egg-cellent behavior), covered cups (punch it picture-great for older students) and pill cases (yes the kind you keep medicine in)! Be creative! You can really use anything that you can HIDE the rewards in. My ABSOLUTELY favorite tool for (younger students) that I have used is plastic Easter eggs. They are fun to open, cheap and you can't see through them. I keep them in an egg carton when I use them with individual students and a basket when using them whole class. These are very affordable and reusable! I like the Punch It Cup Board for older students (they like it too)! Check out inspiredelemenatry.com for ideas and directions on how to make this tool.

Set Your Timeline and Goals:

Will your students earn a class reward once a week, once a month, daily? It really depends on the behavior needs of your class and the age of your students. Younger students will need to earn a reward on a more short-term basis than older students could. If you have a really wild class, you will need a more short-term reward (even for older students). Like any management system, you will need to overdo it a bit in the beginning by setting shorter goals then build up to a long term goal. Students with more severe behaviors will probably need very short term goals. It's immensely important to have students help set the goals! Goal setting is a great way for students to hold themselves accountable!

Whole-Class Mystery Motivators (Tier 1)

Mystery motivators really work well with a whole class. Grow a growth mindset with your mystery motivator!

Egg-cellent Behavior:

Place a growth mindset saying inside each egg (or another mystery item). For every egg earned, students will open and read the saying (all except for the "special egg" holding the mystery prize). Take a few minutes as a class to discuss what the growth mindset saying means. The goal is to fill the basket. This will help those students who just can't help themselves or the ones who just want to sabotage or curious students. Remember, the goal is to keep the reward a mystery until the goal is met. Mystery motivators can be used as THE classroom behavior management system, or to enhance your current system. This could work with most systems. Here are a few I have used mystery motivators with to enhance what I already had in place.

Easter eggs filled with Growth Mindset messages or "fortunes" are PERFECT to use in your morning meeting or social skills training. I have placed role-playing scenarios or a what would you do type social skills situation in the eggs for our morning meeting. These lead to great conversations where students can make connections, reflect on a time that happened to them or someone they know and helps prepare them if that situation would arise in their lives. I usually choose topics that I saw we needed to discuss. In my 3rd grade class, we covered topics like telling vs. tattling, bullying, sharing, disagreements.....What a GREAT way to start the day!

Punch IT!

How it works: Students earn letters (1 at a time) on the board every time the class is "caught" following classroom rules & procedures. Compliment them and write the letter "P" on the board. The next time you "catch" your class with positive behavior, write the letter "U" on the board.. Once the phrase PUNCH IT! with the exclamation mark is written on the board a student gets to "punch the cup". Use a random student picking tool to determine the student. Inside the cups are class prizes and growth mindset quotes along with a reward of some type. Check out inspiredelemenatry.com for ideas and directions on how to make this tool. This blog is AMAZING!!!! Erin really does a great job explaining how to use this strategy along with tons of other cool posts:) I adapted this idea to fit my own classroom.

Mystery Marker:

If the students meet the pre-specified criteria, they get to color in the square for that day with the developer pen. If an X appears after the coloring, the envelope is opened and the specified reward is given immediately. If no X appears, congratulate the students on their behavior, describe how well they have performed, and tell the students that tomorrow could be a reward day. On days when the class does not meet the goal, students do not get to check to see whether there is an X. Hold a discussion to see improvement for the next day and set goals. Once the Mystery Motivator is revealed, replace it with another reward from the student-generated list.

Get Your Mystery Markers Here!
Mystery Boxes: (Tier 2 ONLY)

This strategy is designed for those students who require a more instantaneous gratification. This works really well with students who benefit from a reward for each task they complete appropriately. To use the pill case as the mystery motivator (yes, it's a real pill case) place a small reward in each box (NO PILLS PLEASE). I usually use items like small erasers, candies, crackers..... whatever will motivate your student. I also place a growth mindset fortune in each box that the student will need to read (or have read to them) and discuss with an adult.

You can also use the mystery motivators from the interest inventory along with a tangible reward, or by itself. It really depends on the level of motivation your student needs. Your timeframe could also change according to your student's needs. They could earn their reward after completing one assignment, or after the entire reading block. You will need to decide what is best for your student and try different time frames. You will want to overdo it at first and give rewards often, then once it starts working, expand your time frame for those students exhibiting the more extreme behaviors.

My students have been earning one mystery box for each thumbs up earned. They don't get the reward in the box if they don't earn their thumbs up on their chart. It is extremely important that they get their reward as soon as they earn it! It also needs to stay a mystery. I tell my students that if they peek, they don't get the reward. I cover the top of the box with their pictures (or words for older students) of their task or schedule.

Get Your Boxes Here!
Mystery Motivator With A Clip Chart:

I have used it with a clip chart. I set a goal with my class that if all of my students (the goal depends on the type of class you have) could get to a certain color on the clip chart they could earn a mystery motivator. In using plastic eggs, I used the same concept as the fill the jar concept except we filled a basket. Once the basket was filled, the class could earn their mystery reward (which I placed in the golden egg). The golden egg couldn't be opened until the basket was full. This reward usually took my class about a month to earn after we had it up and running. I started with a short-term goal to start with (1 week).

When our basket was full, we had a class Easter egg hunt. With the teacher in me, this of course was not a FREE hunt (but the students didn't know it until the day of the hunt). I wrote math facts (we were learning multiplication facts) on the outside of each egg. To differentiate for my students' needs I wrote some easier facts (like the 0 and 1 facts) along with some double-digit facts (34×20) to challenge the students who had already mastered their facts. They were instructed to ONLY pick up the egg if they knew they could answer the problem (or they wouldn't get what was inside).

I have also used sight words. I had enough eggs for each one of my 27 students to pick up 7 eggs. I gave them each an egg carton, blew my whistle and off they went until we couldn't find any more eggs. Just make sure to count the eggs before you hide them:) I hid a few extra just in case some weren't found. Eggs were found by random recess students for days after out hunt (which caused a few problems with other teachers), oops.

Mystery Motivator With A Tally System Or Mystery Word:

I am currently using the mystery motivators in conjunction with the mystery word system in a 2nd-grade classroom. Use the same concept above but students earn a mystery motivator for each tally they get as a class or the number of letters revealed in the mystery word. You could also use this with a red, yellow, green flip a card system (I really don't recommend this approach -as it does not focus on POSITIVE behavior), this is just my own personal opinion! But, you could have your students who have green cards at the end of the day earn an egg (or whatever other creative mystery you use) for your class basket. I have also used mystery motivators with my classroom economy system. Students could buy Easter eggs with their "classroom cash" to fill our basket.

With all of the systems I have mentioned above, I would also randomly place a "free" egg in the basket, just because and tell my students how AMAZING they were:)

Mystery Motivators With Individual Students (Tier 2):

Tier 2 Targeted Intervention And Supports (MTSS, RTI):

Tier 2 doesn't replace tier 1 supports, rather, it's in addition to. In order to determine whether a student qualifies for tier 2 supports you will need to look at a few things such as office referrals, screenings, teacher nominations and formative assessments. Students are compared to their peers. Mystery motivators are a GREAT tool to use with students who need super short term motivation!

1. Tier 1 Core Classroom Instruction: You need to first make sure that your tier 1 (whole class management system) is strong before even considering conducting a tier 2 intervention! This is a VITAL step! Take a close look at your class rules, procedures and expectations. Contrary to what some teachers think, procedures need to be taught, re-taught and practiced consistently. They need to be clearly stated, displayed and referred back to often (like every time you use a procedure).

I have been in sssssoooooo many classrooms where rules and procedures were taught in the first week of school, but NEVER re-taught, followed through with consistently or referred back to! Sometimes this is all we need to do in order to get the mischief under control. I always tell the teachers to start with going back to the basics. The point of teaching procedures is to get the students automatic at following them. If you have to, overdo it at first. I mean really, this will eventually annoy your students sssssooooo much that they will start holding themselves and each other accountable for following your procedures. It will also communicate to them that you are serious about the expectation that all students follow the classroom procedure.

Check out my Tier 1 supports here.

2. Conduct the ABC's Of Problem Identification: Using data to identify and define problem behaviors (This is where an instructional coach or guidance counselor can help identify the ABC's of behavior identification). Problem Analysis: Using data to hypothesize why the problem behavior identified is occurring. Intervention Design: Developing and implementing evidence-based behavioral supports and interventions that match the hypothesis. Universal strategies, replacement behavior. Response to Instruction/Intervention: Using data to determine the effectiveness of the supports to decide next steps. A crucial part of determining the reason for an undesirable behavior is observing the context in which the behavior occurs, including all antecedents and consequences. Use the ABC's of behavior identification:
A- Antecedents: What is happening right before the behavior occurs?
B- Behavior: What the student does, says or doesn't do. C-Consequence: What happens after the behavior occurs?

3. Select Motivators: It's important that you gather a list of motivators that the student would like to work towards earning. There are TONS of ready-made lists out there, but they had items that weren't realistic/possible for my teacher to use, so, we created our own list of possible motivators. I always make sure to also ask the student if there is anything missing from the list that they would like to earn. Remember, this is the MOTIVATION part, so it is extremely IMPORTANT to have the student choose what they want to earn.

4. Develop A Plan & Goal: Identify positive behaviors, develop specific goals including a timeline (how often they will be earning the motivator) and figure out what tools you will be using (eggs, sticks, envelopes, pill case..) I would recommend using a mystery motivator along with a self-monitoring tool. The student needs to monitor their own behavior in order to increase their self-regulation.

This is the self-monitoring chart I am using with a 2nd-grade student. He earns one mystery motivator (Easter egg) for each thumbs up. He gets to pick one egg out of his egg carton immediately after each section. His eggs contain a motivation slip, small treat (like crackers, stickers, candy) and a growth mindset "fortune". We also use this self-monitoring chart to set goals during his check-in/check- out. If he meets his goal for the day (we started at 6 out of the 12 eggs) he gets to pick a McDonald's coupon.

We literally started out with a baseline of 0 out of 12. We are working our way up to 12/12 of course. I actually ended up breaking up his morning and his afternoon. He could earn 6 mystery motivators in the morning and 6 in the afternoon with a goal of 3 eggs in the morning and 3 in the afternoon. He came up with all of the motivators, he just doesn't get them unless he earns the thumbs up. Click here for your free copy.

5. Communicate With The Student: Sit down privately with your student and communicate the new plan. Make sure that you communicate this as a POSITIVE thing!! Many students with mischievous behavior are VERY smart and can usually figure out that they are the only one in class on this plan. Some students don't want to be singled out with an individualized plan. This is where we started the mystery motivator with the whole class as well (see above).

6. BE CONSISTENT: Follow through with the plan with fidelity. Use formative assessments (daily charts) to gauge whether it is working. Make sure that you praise the student regularly! Remember, POSITIVE reinforcement breeds positive behavior!

# data[].attributes.attachment_link.title
Manage Mischief With Mystery Motivators!

# data[].attributes.attachment_link.description
Get Yours Here! Do you have a rambunctious class? Are you looking for a way to manage the mischief in your classroom? Are you feeling like you have tried EVERYTHING under the sun to motivate your students to behave and NOTHING is working!

# data[].attributes.body
I posted the routine near my circle and we moved a clip down the side of the chart as we moved to each section of the meeting. Kids loved the consistency and routine.- Dani

# data[].attributes.body
Each week my students learned a song/poem. We added them to their "Song and Poem" book - "if you can sing it, you can read it." They kept their Song and Poem books in their book boxes. We used the songs during transitions, to help regulate, to help curb conversation, etc. When reading, we identified heart words, sounds, rhymes, etc.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
Dani has a copy.

# data[].attributes.attachment_link.readable_text
Promote a climate of trust, academic growth, and positive behavior by launching each school day with a whole class gathering. This comprehensive, user-friendly book shows you how to hold Responsive Classroom Morning Meetings, a powerful teaching tool used by hundreds of thousands of teachers in K-8 schools.

In the new edition of this essential text, you'll find:

Step-by-step, practical guidelines for planning and holding Responsive Classroom Morning Meetings in K-8 classrooms

Descriptions of Morning Meeting in action in real classrooms

100 ideas for greetings, sharing, activities, and messages: some tried-and-true and some new

Updated information on sharing

Guidance on adapting meeting components for different ages and abilities, including upper grades and English Language Learners.

Explanations of how Morning Meeting supports mastery of Common Core State Standards, 21st century skills, and core competencies enumerated by the Collaborative for Academic, Social and Emotional Learning (CASEL).

# data[].attributes.attachment_link.description
The Morning Meeting Book [Roxann Kriete, Carol Davis] on Amazon.com. *FREE* shipping on qualifying offers. The Morning Meeting Book

# data[].attributes.body
The talking piece is physically passed around to each participant to give everyone a chance to respond to the issue being discussed. The talking piece serves as a visual reminder that only the person in possession of the talking piece has the floor.

# data[].attributes.attachment_link.title
Data Collection Definitions and Examples

# data[].attributes.headline
Math Language Routines Posters (I put them 4 to a page and put them on a ring)

# data[].attributes.subject
Math Language Routines Posters (I put them 4 to a page and put them on a ring)

# data[].attributes.headline
Here are the set of Math Language Routines (MLRs) embedded in the math curriculum at the K-2 level

# data[].attributes.subject
Here are the set of Math Language Routines (MLRs) embedded in the math curriculum at the K-2 level

# data[].attributes.body
Each of the MLRs serves a different purpose--Support sense-making, Optimize output, Cultivate conversation, and/or Maximize meta-awareness. This is work based on the work at ULSCALE (linked in the next post below)

# data[].attributes.headline
Here is the original work from Standford's Graduate School of Education  with Understanding Language/Stanford Center for Assessment, Learning, and Equity (ULSCALE)

# data[].attributes.subject
Here is the original work from Standford's Graduate School of Education  with Understanding Language/Stanford Center for Assessment, Learning, and Equity (ULSCALE)

# data[].attributes.body
The Illustrative Mathematics writers and implementers have a great set of articles that address so many of the questions teachers and admin have about the thinking behind the curriculum. Here is the article I shared on 10/6/23, but there are sooo many more!

# data[].attributes.attachment_link.readable_text
Math teachers can talk all day about math! We get super excited when we encounter someone else who enjoys these conversations as well.

But too many of our students don't get to experience that joyful discourse, which limits their understanding of and positive experiences with math.

How would our students' math learning and perception about math improve if they also had regular opportunities to talk about math? How might these opportunities help us create a world where learners know, use, and enjoy mathematics?

Let's explore the Math Language Routines, which are embedded in IM K-12 Math.

What are math language routines?

Stanford Graduate School of Education's Understanding Language and the Stanford Center for Assessment, Learning, and Equity (SCALE) designed eight Math Language Routines (MLRs) to help teachers "amplify, assess, and develop students' language" in math class. These routines are structured, but adaptable to the content and classroom context. The routines "emphasize the use of language that is meaningful and purposeful, not inauthentic or simply answer-based . . . [and] can and should be used to support all students learning mathematics." (from Understanding Language/SCALE's Principles for the Design of Mathematics Curricula: Promoting Language and Content Development ) There are four specific design principles used to entice students to discuss the concepts and ensure that the discussions provide opportunities for students to learn something new. The Math Language Routines also provide opportunities for students to engage in the Common Core's Standards for Mathematical Practice .

As students engage in math language routines, MLRs help students to advance their thinking in the following ways:

OPTIMIZING OUTPUT as students describe their own math thinking to others orally and visually or writing as physical, graphical, pictorial, or symbolic representations.

SUPPORT SENSE-MAKING as students scaffold their thinking and amplify language so students can make their own meaning between concepts and representations.

CULTIVATE CONVERSATION by providing opportunities to simultaneously make meaning, communicate that meaning, and refine the way content understandings are communicated.

MAXIMIZE META-AWARENESS as students organize their own experiences, ideas, and learning for themselves through reflection of the experience of discussing their math ideas, reasoning, and language.

This doesn't just mean that teachers tell students to talk about math and they do. We know that if we simply open the space and tell students to talk, much of the discussion will veer off-topic. Math Language Routines help teachers create a structure in which students can bring those four design principles to life.

Let's see what opportunities each MLR provides for students to practice exploring their math thinking and the MLRs' connections to the Standards for Mathematical Practice .

MLR 1: Stronger and Clearer Each Time - Students write a response to a math problem, then verbally share their response with a partner to get feedback from the listener to improve the response, and revise their original written response based on the feedback they received.

Students learn to both listen to their own thoughts and the thoughts of another with the purpose of strengthening their "first draft" thinking. This MLR strengthens student communication of their thinking. They make their explanations clearer through repeated "reviews" and revisions, which allow them to practice giving, receiving, and applying constructive feedback, and develop listening skills. This MLR helps students communicate their mathematical reasoning with greater clarity and focus.
(This connects to Standards for Mathematical Practice 1: Make sense of problems and persevere in solving them, 3: Construct viable arguments and critique the reasoning of others, and 6: Attend to precision. As students verbalize and review in writing the strategies they used and justification of those strategies, students have the opportunity to get feedback which can be used to critique the precision of their solution strategy and answer.)
MLR 2: Collect and Display - Students access their own and others mathematical ideas as the teacher scribes the language, strategies, and concepts students use during partner, small group, or whole-class discussions using written words, diagrams, and pictures.

By creating stable representations of student thoughts, the teacher extends the involvement of students in the math classroom. Student contributions are displayed for everyone to see. During that discussion as well as future conversations, students refer to these written ideas to improve the clarity and focus of their own communication. They can use the vocabulary, reference previous relationships between concepts, and identify new connections. This MLR helps make student thinking visible and promotes student ownership over mathematical ideas.
(Standards for Mathematical Practice 3: Construct viable arguments and critique the reasoning of others, and 6: Attend to precision. As students view the thinking of their classmates from the representation, they can address any differences they see between their representation and their classmates' representation in type and kind, further pushing students to find the most efficient or precise representation to solve the problem.)
MLR 3: Critique, Correct, and Clarify - Students rewrite a math response from an example that is incorrect, incomplete, or otherwise ambiguous.

In addition to providing students with a space to further engage in math, students employ a "growth mindset" and consider revisions to their work in order to strengthen their communication. This MLR helps students "try on" others' math thinking in order to improve it.
(Standards for Mathematical Practice 3: Construct viable arguments and critique the reasoning of others. Similar to doing error analysis, students have the opportunity to engage with a strategy for solving that might be different from theirs in order to find ways to improve the situation representation, address and clarify misconceptions about the math, and "borrow" parts of the strategy that were relevant to add to their toolbox.)
MLR 4: Information Gap - In a group, each student has different parts of the math context and they work together to piece together that information orally and/or visually to bridge the gap between the parameters of a math situation and a question to solve a math problem.

As students work to make sense of individual pieces of information about a math context, they also identify what information they need in order to answer the math question. This creates an environment where students work together as they consider which strategies are the most efficient and what information they need to know to solve the problem. This MLR helps students explore math contexts with a purpose.
(Standards for Mathematical Practice 2: Reason abstractly and quantitatively, and 4: Model with mathematics. As students imagine the kinds of information they need to know and explain why they need to know that information, they are building an understanding of the problem and possible solutions related to the parameters of the problem and the kinds of data they need to solve for an answer.)
MLR 5: Co-Craft Questions and Problems - Students take a provided math "answer" to create a problem that could result in that answer or use a given context to create a problem that can be answered using that context.

With this MLR, students use their creativity to explore a math context as they iterate their understanding in order to identify questions that can be asked and answered by the context. As students share their understandings with others, they also uncover the importance of slowing down to explore and think before they try to answer a question, which results in students understanding the math more deeply. This MLR helps students define math contexts.
(Standards for Mathematical Practice 4: Model with mathematics. By creating their own questions and problems, students learn to visualize the parameters of the problem as they consider what kind of answers are possible with the information the problem provides.)
MLR 6: Three Reads - Students are guided to read the problem three separate times with three separate purposes with quick discussions between each read.

When students slow down to consider how they can use the information in a problem, they notice things about their understanding of the problem context and their own math understanding that they wouldn't have noticed before. Giving students a purpose to read helps to focus students to identify (1) the context of the mathematical situation, (2) relationships that exist within that context, and (3) strategies that can be used to answer the question using the problem context. This MLR helps students think metacognitively about their math problem solving.
(Standards for Mathematical Practice 1: Make sense of problems and persevere in solving them. As students set a purpose for reading each of the three times, students practice and see the importance of understanding the problem context and using the information they know from the problem in order to identify a strategy for solving that relates directly to the problem context and available information.)
MLR 7: Compare and Connect - Students identify, compare, and contrast their own understandings with other students' mathematical approaches, representations, concepts, examples, and language.

As students encounter other's math thinking, this MLR opens the floor for students to consider how they see and talk about math. This MLR specifically helps students interact with each other's thinking.
(Standards for Mathematical Practice 4: Model with mathematics, 6: Attend to precision, and 7: Look for and make use of structure. As students compare (find differences) and connect (find similarities) between their strategy for solving and another classmate's strategy for solving, students mine their understanding of the math concept in relation to the structure and steps of another student's understanding of the math. This allows both students to attend to precision because to be understood by another, they have to be precise with their explanation.)
MLR 8: Discussion Supports - Students access strategies in multi-modal ways, like visuals, aural, animation/movement, and symbols as modes, to help students better make sense of complex language, ideas, and classroom communication.

Enhancing access to the mathematical context through these multi-modal supports helps students develop understanding while also continuing to work on their mathematical communication. This MLR helps students deepen their mathematical understandings, and find ways to communicate their understandings in different ways.
(Standards for Mathematical Practice 1: Make sense of problems and persevere in solving them, 3: Construct viable arguments and critique the reasoning of others, 5: Use appropriate tools strategically, and 6: Attend to precision. Using discussion supports helps students to see the reasoning of others as well as identify which tools to solve are most appropriate. In using these supports, students can be successful with in-depth or multistep problems with support from teachers and classmates.)
Next Steps

Consider what your students need to encounter math more deeply and in collaboration with others. More heads are better than one!

Looking for more support for distance learning ? Check out IM's collection of resources.

# data[].attributes.attachment_link.title
Math Language Routines: Discourse with a Purpose - IM CERTIFIED® BLOG

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
Create iReady targets/goals for your class

# data[].attributes.subject
Create iReady targets/goals for your class

# data[].attributes.body
This teacher adds up how many lessons the class has passed all together each week. Then they add that number to the previous week's total, to create their new goal.

So for this example, the 203 is the total number of lessons that the class had passed to date and the class decides on a reasonable goal for the next week. The 350 was their reasonable goal for the new week. When the class passes the 350 lesson goal they receive a gold star bead to their bead lanyards. This practice also allows the class to engage in the math standard of Adding within 1,000 each week in a fun way.

# data[].attributes.body
Tips for Bringing Comprehensible Input into the Classroom

# data[].attributes.headline
Activities to do with your class after a stressful event

# data[].attributes.subject
Activities to do with your class after a stressful event

# data[].attributes.headline
Reinforcement List (Safe and Civil Schools)

# data[].attributes.subject
Reinforcement List (Safe and Civil Schools)

# data[].attributes.body
I used these to create my own using a document camera. You can download the individual ones as well.

# data[].attributes.body
I brought copies of pg. 15-16 and pg. 19-20 (Spanish and English versions of the same page) as examples. There are also additional ones you might prefer.

# data[].attributes.headline
Planning Tool for Personalized Instruction

# data[].attributes.subject
Planning Tool for Personalized Instruction

# data[].attributes.headline
iReady ideas for intervention scheduling

# data[].attributes.subject
iReady ideas for intervention scheduling

# data[].attributes.attachment_link.readable_text
Welcome to our Virtual Calming Space

This Virtual Calming Space is a place for students and families to find tools and strategies for managing emotions and feelings. We are here to support you!

We want you to know that your feelings are valid, no matter what they are. You are not alone. Don't forget to take care of yourself and the ones you love.

Disclaimer: The following links are purely for educational purposes and are not intended as a substitute for mental health treatment. If you need mental health help you should seek the consultation of a licensed mental health professional. Consult the Rochester School District website for mental health resources or or talk with a school counselor/social worker for referrals.

# data[].attributes.attachment_link.description
This Virtual Calming Space is a place for students and families to find tools and strategies for managing emotions and feelings. We are here to support you! We want you to know that your feelings are valid, no matter what they are. You are not alone.

# data[].attributes.attachment_link.description
An opening and closing exercise where every student contributes is a way to ensure that they all feel seen and heard in the classroom.

# data[].attributes.headline
Dialogue Circles for Classroom Management

# data[].attributes.subject
Dialogue Circles for Classroom Management

# data[].attributes.attachment_link.title
Using Dialogue Circles to Support Classroom Management

# data[].attributes.headline
How to find iReady Lessons to Assign that are Aligned to Standards

# data[].attributes.subject
How to find iReady Lessons to Assign that are Aligned to Standards

# data[].attributes.body
This video explains where to find the digital resource that aligns all lessons within iReady to a grade level standard.

# data[].attributes.body
Scripted lesson and ppt to teach students how to use three types of Think Sheets. Appropriate for grades K-2

# data[].attributes.body
These think sheets pair with the lesson that is listed in this Padlet

# data[].attributes.body
Simple restorative questions guide with images

# data[].attributes.body
Think Sheet from the Kinder Team

# data[].attributes.attachment_link.readable_text
Paying attention may seem like a single action or skill. But it's actually a process that involves a number of steps.

Attention is like a funnel that lets people select and take in useful information. Once the information is in, the brain can make sense of it and store it in memory to be used later. (This type of memory is called working memory.)

There are four steps to paying attention:

1. Being aware, alert, and ready to take in information.

2. Choosing what to pay attention to as information comes in.

3. Ignoring distractions to focus on what you're doing.

4. Shifting focus back to a task if you've been distracted.

These steps may seem simple. But they're not always easy. Young kids may need more time to develop the necessary skills. And some people, including those with ADHD, may have trouble with attention into adulthood.

About the author

About the author

Peg Rosen writes for digital and print, including ParentCenter, WebMD, Parents, Good Housekeeping, and Martha Stewart.

Reviewed by

Reviewed by

Nelson Dorta, PhD is a pediatric neuropsychologist and an assistant professor of medical psychology in child psychiatry at the College of Physicians and Surgeons of Columbia University.

# data[].attributes.attachment_link.description
How does attention work? Focus involves a series of steps that seem pretty simple. But some people struggle with the process of paying attention.

# data[].attributes.headline
Trauma-Informed Practices and Ukeru Handouts

# data[].attributes.subject
Trauma-Informed Practices and Ukeru Handouts