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The love of learning is linked to love of self most of all. The dissonance within the being,soul, mind-are not absolutely measurable from the external-so as teachers, professionals- "You never really can claim to know what is going on with another person"-both your colleagues and your strudents.

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The love of learning is linked to love of self most of all. The dissonance within the being,soul, mind-are not absolutely measurable from the external-so as teachers, professionals- "You never really can claim to know what is going on with another person"-both your colleagues and your strudents.

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Have at least 1-2? 3? face to face interactions with students who we know have been struggling-have a one-to-one chat about a funny story, a success moment, or ask "How are you today?" Contact is really the key on a daily -individual basis. Send Positive "pinpoints" of moments home to boost family trust and optimism.

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Have at least 1-2? 3? face to face interactions with students who we know have been struggling-have a one-to-one chat about a funny story, a success moment, or ask "How are you today?" Contact is really the key on a daily -individual basis. Send Positive "pinpoints" of moments home to boost family trust and optimism.

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Take a trauma informed approach to classroom management and intentionally build relationships with students

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Take a trauma informed approach to classroom management and intentionally build relationships with students

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The key is smallness- Small classrooms, small districts, more community connectedness.  Nothing will happen when classrooms and caseloads are too big. NOTHING

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The key is smallness- Small classrooms, small districts, more community connectedness.  Nothing will happen when classrooms and caseloads are too big. NOTHING

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Bring in MIndfulness Stress Reduction to all Professional Development arenas. Promote this in the classrooms.

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Bring in MIndfulness Stress Reduction to all Professional Development arenas. Promote this in the classrooms.

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Incorporate "process" in assessments to reward perseverance/grit

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Incorporate "process" in assessments to reward perseverance/grit

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Gently nudge all students to participate in their IEP meetings.

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Watch to accommodations being repeated year-to-year. Support the teachers when they use good teaching practices

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Create healthy environments, empathy, community.  Spin the student out of mental distractions and negative self-talk.

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Implement some of the specific practices our teammates shared today: grit recognition, more structured choicing, use of specific; practicing inclusivity through UDL practices and implementing activities/strategies that are good for all - even us

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Implement some of the specific practices our teammates shared today: grit recognition, more structured choicing, use of specific; practicing inclusivity through UDL practices and implementing activities/strategies that are good for all - even us

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Put math concepts on a cheat sheet in the front of the binder. Accessible tools reduce anxiety!

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Encourage getting away from a “one size fits all” approach to accommodations.

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Relationship building is essential for all learning.
Motivational interviewing and coaching to create intrinsic motivation and drive.

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How can we change some of our educational evaluation materials (teacher/parent/student interviews for example)  to help us get at more social/emotional needs so we are better able to address those accommodations?

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How important is the motivation for students?

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That taking the time to talk together, look at the data, and make decisions based on what is best for the youth is still the best way - AND we need to make sure we actually make the time to honor that process

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That taking the time to talk together, look at the data, and make decisions based on what is best for the youth is still the best way - AND we need to make sure we actually make the time to honor that process

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Office hours with teachers to preview material and make personal connections.

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Office hours to make connections and preview lessons should be an accomidation on 504.

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Slow students down with one page at a time

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We liked the idea of a social emotional lens for academic issues. We also talked about the importance of having appropriate testing results. Also looking more into the medical history of our student (the 11th grader) specifically her concussion when she was little.

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Positive affirmations on students’ desk

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How can co-teaching special ed/gen ed help with increase universal instruction?

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Coaching students for test taking and accommodations in advance

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Our group highlighted they are all interconnected. We also spent time addressing the relationship between anxiety, working memory, and learning outcomes. 

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Our group highlighted they are all interconnected. We also spent time addressing the relationship between anxiety, working memory, and learning outcomes. 

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Consideration of the impact of the emotional needs on students with learning disabilities and provide target supports/accommodations.

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Consideration of the impact of the emotional needs on students with learning disabilities and provide target supports/accommodations.

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Think more globally about the issues before making recommendations

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Align accommodations to more closely address needs and promote strengths.  Discussing and review student progress as a team on a regular basis

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Align accommodations to more closely address needs and promote strengths.  Discussing and review student progress as a team on a regular basis

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Advocate for providing choice in every lesson to promote a sense of autonomy and lessen anxiety

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Advocate for providing choice in every lesson to promote a sense of autonomy and lessen anxiety

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It is an important reminder for all of us to take a bit more time to explore what influencing factors might be present when we observe behaviors or academic performance measures; ask different questions, work as a team, involve youth in our discussions, and give it time.

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It is an important reminder for all of us to take a bit more time to explore what influencing factors might be present when we observe behaviors or academic performance measures; ask different questions, work as a team, involve youth in our discussions, and give it time.

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Incorporating choice and involve student input.   

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Incorporating choice and involve student input.   

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It’s common sense To a degree but there’s also a time in which anxiety can create more productivity

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It’s common sense To a degree but there’s also a time in which anxiety can create more productivity

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Dive more into the growth mindset.  Look up Trevor Reagan material.

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The impact of mental health and anxiety should be integrated into our conversations of learning needs.  The impact of choice should be emphasized as a support to address engagement and learning outcomes.

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The impact of mental health and anxiety should be integrated into our conversations of learning needs.  The impact of choice should be emphasized as a support to address engagement and learning outcomes.

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How can we help alleviate the stress for our teachers?  They have so much on their plate already.  How can we help them to meet the social, emotional, behavioral needs of students from a systemic perspective?

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Refocus the paradigm of bringing service and resilience styles (Universal /Design) to schools that are at risk- economically and socially lower class.  This appears to be at both the elementary and high school levels.

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Refocus the paradigm of bringing service and resilience styles (Universal /Design) to schools that are at risk- economically and socially lower class.  This appears to be at both the elementary and high school levels.

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Connection between the general ed and special ed teaching working together to wrap around support.

Some teachers object to the social emotional pieces being a part of the classroom because they believe that is not part of their work.  How can we help teachers to understand that they have to be a part of the social emotional piece so that students can generalize those skills?

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Being conscious of anxiety that comes out of behavior.  Creating a classroom that is predictable can help alleviate those anxiety.  Adding the social/emotional accommodations as part of the whole academic picture.

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Belinda:Prioritize from the top side down to the challenge side of the student's profile. Refocus the problem solving on how the student can bring their strength to the table First.

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Belinda:Prioritize from the top side down to the challenge side of the student's profile. Refocus the problem solving on how the student can bring their strength to the table First.

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Give the Teachers the support-teaching to the classroom teachers-more Time is needed-Can we establish specific time of day/week that can Give teachers the support, ears, strategies, -can we reorganize school grade-level administration expectations?
Demand a lower class size universally--Build awareness in communities that comes from Really reporting what is happening to our students-example:  school district with 10% of the female grade 11 student population attempting suicide in the last year reported out and made the numbers known and this led to much greater desire to change and find and focus on Social -Emotional and humanistic change.

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Reformat how we teach teachers and special education at the higher level will yield difference in how we are teaching both levels. 

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Reformat how we teach teachers and special education at the higher level will yield difference in how we are teaching both levels. 

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Universally  Designed teaching can reduce anxiety.

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How we work with kids requires micro-management and support-detailed understanding of their process is necessary

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How we work with kids requires micro-management and support-detailed understanding of their process is necessary

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he system is fundamentally against us...in large school environments. "No pain-no gain" is now the norm for students between each other.
You cannot coach someone to better mental health without lowering the stress and improving the adults and professionals mental health

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Anxiety impedes learning at toxic levels

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Important to note the relationship between anxiety and working memory and it’s impact on learning