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Lack of support, lack of teacher and student communication and relationship, lack of getting student interest.

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Student perspective of assignment no relevance to her, therefore unmotivated, frustration, no relationship with teacher therefore she may not feel confortable to advocate with herself. No other option but to give up. Does not want to try, no motivation already knows that she will be getting kicked out.
Teacher perspective there is a lot of frustration so can be feeling a sense of annoyance because the student behavior is causing a distraction to other students. Student is a sped student so the teacher probably did not know how to properly scaffold to meet the students needs.

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Teacher does not understand student's needs. Teacher needs to explore alternative responsive. Teachers should norm around students behaviors, personalities etc..

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Very little/limited communication between teacher and student. Student is attempting many distractions.

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The student feels as if the work/ reading is unattainable to her, so she avoids a task in which she doesn't believe she can be successful.

The teacher, having to meet the needs of many students, does not feel as if she can met the specific needs of the one student in that moment

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Barrier: The instruction is not accessible for the student and it causes the student to shut down.

Opportunities to reframe her goals from her perspective, possibly adding some incentives (positive reinforcements) to reinforce her participation and efforts

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Teachers view: student needed to be redirected. Teachers sees it as straightforward as a direction was given and they should be followed.
Student perspective: Undoubtedly knows about her diagnosis and feels it is unfair for teacher to ask this of her. They know that teachers are unequipped to handle the situation, knows they have some control of the situation.

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-No aid provided for reading (same content lower reading level)

-Receiving steps as opposed to accommodations.

-Too much emphasis on the hair

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Barriers: The student's sped needs are not being met,, student and teacher relationships was not well developed.
Opportunities: teacher giving the student the opportunity to read the material ahead of time and come together with an agreement so that the student feels comfortable participating in in-class activities. Teacher to build a relationship with the student so that the student feels more heard.

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-Student doesn’t understand what she received steps for, and had no direct guidance on how to fix it.

-Teacher may have a short fuse when it comes to this student. (Bias)

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Barriers: Teacher to student ratio.  Student is not given the support needed to be successful.  Other barriers may be library book choice or not having time to find the right lit.

Opportunity:  Given student a safe space to communicate about any struggles or anxiousness in regards to certain requests from the teachers.  Teachers and counselor should be collaborating so they can best serve the student and share useful resources or teaching strategies.

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Teacher needs to build relationship with the student to explore the issue in the moment to validate the student's experience and give her the positive reinforcement that she needs to feel able to participate

The student cannot be removed from instruction because that perpetuates the issue. The student must stay in the classroom so that she can have access to the instruction and supports on a regular basis

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-Provide accommodations and redirect student focus.

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When student dropped papers the teacher could have said we will discuss this together and have a 1:1 conversation.  Teacher could ask, "what do you need to be successful with this task?"

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When student dropped papers the teacher could have said we will discuss this together and have a 1:1 conversation.  Teacher could ask, "what do you need to be successful with this task?"

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The student needs behavioral and academic support. She isn't connecting to the content.

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Teacher can include accommodations into lesson plans beforehand, discuss reading assignments with student, building relationships with student and making them strong to avoid outburst. Staying Proactive and not Reactive.

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Proximity- teacher needs to spend more time near the student and offer frequent check ins and positive reinforcements when student is meeting expectations

Positive reinforcement chart

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If student is given the space to meet the goal they have and express themselves in the way that makes sense to teacher and student they will feel more confident in their abilities. There is an opportunity for relationship building and improvement in communication.

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Alternative texts & previews of materials to be covered and helping student identify areas in which they can participate

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-Preview the text beforehand.
-Building a better relationship with the student so they are able to find common ground to hear and listen.
-Communication skills

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Initially: when giving directions teachers should follow up with this student individually.
Afterwards: Today didn't go so well, how can we repair the harm that occurred during class. What do you need from me? This is what I need from you. Where can we find overlap in our expectations?

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-Have formal conversations before sending students to a reflection room. 
-Revisiting curriculum and provide supplemental/intervention based content.

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Build the relationship.  Working together to problem solve this challenge and provide support.  Working with your GLT.