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Reflect to see if other skill is impacting the goal..example "number writing" progress could be stifled if handwriting is difficult, poor or their is refusal to do so.

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allow time for response and give student choice in access to materials

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Building supports to connect with families to provide resources

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Using everyday current events, Time for Kids, National geographic, etc,

I feel they need to know what is going on so they can understand things clearer

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get to know each family, how to say all their names, and know how to pronounce and say all of your students full names

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Job alike PDs

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Take the time to build a relationship of trust with each student. Before jumping into other types of work, making those connections where the child feels seen, heard, understood, cared for, and respected is so worth the time it takes.

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Release time and supports to create supported materials aligned with standards that incorporate student interests, culturally relevant materials/strategies

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Need swing hooks to be inspected so PT can do sensory diet. Please!!!

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Finding interests and creating connections with students to encourage engagement.

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create strong connections with the students, but also across the school with other teachers and students in the gen-ed classes as well.

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Make it exciting and have steps to follow through as a guide before becoming independent on their own. That’s when you could celebrate with students for the success.

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Involve the building attendance team and include the family liaison to help connect the families with resources.

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Have open communication with families, encourage attendance find how to bridge school and home.

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Provide us high interest incentives i.e. chips, no toxic slime, candy they can work for.

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Try to tie in special interests when possible.

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communication with family/admins to support

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look and observe preferred items/ preferred items and keep notes

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Meeting senory needs to increase engagement (e.g. fidgets, optional seating, water breaks etc).

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Having a different curriculum than gen ed makes push in very challenging when they are 3+ grade levels below and are supposed to be using RR classroom curriculum

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Learning to interact with scholars in different ways to determine what teaching styles may need to change.

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Add subjects of interest into work

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Build a relationship first with the student

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Language supports- accessibility tools widely trained and accessible, included in materials for teachers

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Break it down to smaller chunk and do whole group and small groups instruction. Send materials/resources home.

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Collaborating with OTs, PTs, SLPs, and families

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Fostering relationships and rapport with students AND families

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Find favorite items or toys that are motivating

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Using the first/then strategy.

Engaging learning games.

Call parents concerning attendance.

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We need relevant curriculum. WE NEED ACCESS. We do not have appropriate curriculum to meet the needs in elementary ACP. ACP is a mosaic of needs ranging from almost resource room like to needing functional core level. We need FCP materials to support our students and access to relevant learning materials that meet our students where they are at.

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our curriculum N2Y is using Proloqou and the district communication iPads use LAMP

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scaffold levels of cues provided

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Find something that they are good at and help them be a peer coach, support peers

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Struggling to re-engage when they have to make so many transitions with Resource Services

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Building relationships and using children's interests to engage them

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Create variety within the direct instruction. Allow for student voice.

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Use the district adopted curriculum & and suppliment with individual micro groups around IEP goals/ data collection

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Chat with the scholar asking how they are doing and if they do anything they like at home.

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Take on a multimodal (visual, tactile, etc.) approach to teach the curriculum.

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Check and connect with a preferred adult in the building.

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Offer multi-modal learning

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Partner with SLP, OT to determine key strategies

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Teach at their level

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Have a conversation with families

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Establish a relationship with family and find an incentive that can be used both in school and home

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Find ways to connect with them during the school day outside of “work” activities

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phone call home

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Creating relationships with families is invaluable. That way the communication is open. Hopefully this helps with attendance.

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Reinforcement survey, leveraging interest areas, visuals, play-based learning, modify workload, offer choices and choice boards.

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School and family collaboration

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pre-teaching structure and strategies based upon strong relationships and time

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Communicate with the parent in their preferred method of communication.

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break down skills to determine where the scholar needs support at the lowest level - LETRS training has helped determine how to support some struggling readers

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Provide families with community resources.

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Find interactive activities

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disinfecting wipes so that they don't get sick from others

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Providing praise/encouragement to help them build trust and create a safe place to learn (e.g., safe place to fail at first and get support as needed).

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Home visits. Creating a welcoming environment for the student.

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adjust session time to when they're known to consistently be present

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Establish routine connection with family

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Award system

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intervention & positive reinforcement with parents

Communication of positives & share celebrations

Document health concerns/ illness

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Meeting with the parents to see why attendance is low (collaboration) and what we can do together to improve attendance

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Incentivize engagement and tasks

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Really focus on relationship building and making that a focus, so scholar wants to engage

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Connect with family to find ways to support

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Regular attendance meetings with family. Attendance incentives.

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collect data on topics and hobbies that excite my students and have random discussions and problems related to their topic of interest.

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Encourage student at the end of the day to come tomorrow. Remind them of the successes they had today.

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Positive relationship building with students and working with family.

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Personalized learning, scaffolding.

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reach out to a different person on the students emergency contact list

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Gets students involved in their IEPs and educate students (who can/secondary) on their goals and accommodations.

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Find places where they are already successful and build on that

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Access to all tools needed for the student(s) without barriers.

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Involve student in choice of activity.

Listen to what students are enjoying and base lessons around interests.

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Rapport-building activities at the start.

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Support meetings and reached out to the team and asked what is working well and took input from team members.

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Build relationships and make the space safe for scholars to make mistakes and know it’s ok.

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Use visual rating scales with the student to find out how easy vs hard certain skills or classes are for them

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adapt the curriculum to the individual, add something to fill in the gap, try something different

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consistent family communications with positives to motivate and encourage to come to school

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Review most recent assessment to determine if recommendations align with evaluation. Maybe we need a reevaluation.

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Respect current Curriculum and add supplements to reach all students

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Meet with teachers to ensure scaffolding is in place to allow student success.

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Build relationships with students and other team members to identify incentives that work for each student

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working closely with family is helpful.

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Gamify the learning

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Student interests, PLP, personal projects, prize charts (it’s just food. It’s always food).

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Relationships with families - the more you know about the families and show care and concern for their child, the more you can find out information about your student and more background.

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Opportunities to let them be "experts"

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Student feedback.

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start with a conversation, meet with the family, rewards for attendance

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Make sure that you are accessing all of the assistive technology that could support the student

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PTO - Earned

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scaffolding

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Having a say in their goals/materials/methodology

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Building confidence in ability

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Reach out to colleagues that might have better repoire or a better relationship with the student for ideas on how to gain their interest.

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Journal to link learning to personal experience