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Can't Do vs. Won't Do Informal Assessment

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Can't Do vs. Won't Do Informal Assessment

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These are PA Standards that are being used for goals across the grades. If someone has an updated version including all grades, please attached.

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Early Learning Standards First Grade 2016 SEL Standards

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Page 2: Self-Regulation

wo of Ms. Torri's students, Alexandra and Zach, have problems with T self-regulation. That is, they have not learned how to control their own behavior. Though self-regulation is a critical skill that most students learn fairly early, some students, including those with learning disabilities or attention deficits, seem to have difficulty doing so. Fortunately, there's a solution: Ms. Torri can teach her students self-regulation strategies.

For more than thirty years, researchers have demonstrated the effectiveness of self-regulation strategies. Their findings are summarized in the boxes below.

Benefits for Students

Students learn to work independently and develop flexibility skills.

Students gather assignments, complete the expected task(s), review the completed work, and continue on to the next assignment.

Students experience success because they stick with challenging problems in order to find solutions.

(Reid & Lienemann, 2006; Winne, 1997)

Benefits for Teachers

Self-regulation strategies reduce disruptive problems in the classroom by encouraging students to manage their own behavior.

Such strategies provide teachers with time to work with small groups or one-on-one with students who require extra instruction.

They also increase teachers' appreciation for students who are able to self-regulate their behavior.

(Reid & Lienemann, 2006)

Benefits for Students with Disabilities

Students become more active and responsible learners rather than passive ones.

They recognize the importance of contributing to their learning environment.

Students regulate their behavior and think of alternate ways to deal with frustrating situations.

They analyze their behavior, identify problems, determine why certain behaviors occur, predict when problems will arise, and learn how to avoid these incidents.

(Ellis & Friend, 1991; Lovitt, 1973, 1977; Smith & Rivera, 1993)

Tom Lovitt, Professor Emeritus from the University of Washington and a pioneer in the field, reflects on his work (time: 1:16).

Tom Lovitt, PhD
Professor Emeritus, University of Washington
Seattle, Washington

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View Transcript
Transcript: Tom Lovitt, PhD

There've been a number of names that people have used like self-management and self-determination and self-regulation. A lot of people have used self-control, self-responsibilities, self-instructions, self-directed, personal management; there's a whole lot of those. I think one thing you need to do is to think about why do you want to get into self-regulation in the first place. A lot of data shows that it improves performance of students. Another reason is it increases pupil self-confidence. Another reason for getting involved in it: It increases chances of generalization. And I think another reason for getting into it is it provides practice of basic skills. Because when you're working on self-recording, self-monitoring, self-graphing, and all of that, it really fits into basic skills. And I think another reason for getting involved in the regulation thing is it really is the transition skill, if done properly. Because it goes back to generalization, because if you're learning those kinds of things about self-recording and self-goal setting, then presumably that will, if you're taught those things in, say, third grade then presumably they will carry into middle school and high school and adult life and college.

A variety of specific self-regulation techniques are available for teachers to consider when teaching students how to control their behavior. The teacher's role is to:

Help students through the problem-solving process

Develop self-regulation plans

Reinforce students for implementing their plans

Work with students to evaluate the effectiveness of their plans

Four major types of self-regulation strategies are:

Self-monitoring (also called self-assessment or self-recording)

Self-instruction (also called self-talk)

Goal-setting

Self-reinforcement

All of these self-regulation strategies have been thoroughly researched and tested in the classroom. They are simple to use and are usually quite effective. Though each strategy is discussed separately in this module, it is important to know that in practice these self-regulation strategies can be easily and effectively combined. You should also know that the self-regulation strategies presented in this module can be used as stand-alone strategies or in conjunction with other approaches.

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wo of Ms. Torri's students, Alexandra and Zach, have problems with T self-regulation. That is, they have not learned how to control their own behavior. Though self-regulation is a critical skill that most students learn fairly early, some students, including those with learning disabilities or attention deficits, seem to have difficulty doing so.

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These valuable skills are sometimes referred to as "21st Century Skills," "Social Emotional Learning," etc. Schools have endless opportunities across the school day to help students develop these skills . A s one teacher put it, "Learning life skills isn't part of my students' day, it IS their day!" Explore (below) to learn more.

Meaningful conversations about the why and how of essential workplace and life skills

Keeping a cool head in a stressful situation, preventing bullying, digital citizenship, and more

Teachers use evidence-based curriculums to frame these conversations

This website is a collaborative resource shared between the Minnesota school districts of Chisago Lakes, East Central, Hinckley-Finlayson, North Branch, Pine City, Rush City, and the St. Croix River Education District .

This website was originally established in 2020 as a "virtual calming room" to support the wellbeing of students, families, and educators during the COVID-19 pandemic. It is maintained by the St. Croix River Education District with input and support from the aforementioned member school districts. ©202 3 St. Croix River Education District . All rights reserved.

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Essential Life Skills for a 21st Century Workforce Communication, teamwork, problem solving, critical thinking, giving and receiving feedback, self-discipline - every year, skills like these become more sought after by employers and colleges. These skills are included in Minnesota's Career and

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Edtomorrow- Supporting Today's Educators through Restorative Practices PD

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Sign Up for the First Five - Edtomorrow- Supporting Today's Educators through Restorative Practices PD

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Log In to Creator Account | Experience Manager

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Log in to your Experience Manager creator account and access the Experience Manager.

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Educational Consultant, Behavior TaC
Midwestern Intermediate Unit IV
alison.paoletta@miu4.org

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Please take a moment to share your name, role, district, and email.  Email is optional, but allows for additional support within our community! Feel free to add your picture, too!

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Please take a moment to share your name, role, district, and email.  Email is optional, but allows for additional support within our community! Feel free to add your picture, too!