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This is good for everyone. How do we ensure our focus/majority of time is spent on instruction and assessment of essential standards?

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This is good for everyone. How do we ensure our focus/majority of time is spent on instruction and assessment of essential standards?

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How can we make this a consistent practice that is within our block of instruction?

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How can we make this a consistent practice that is within our block of instruction?

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How do we ensure these kids are getting all tiers of support all the time?

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How do we ensure these kids are getting all tiers of support all the time?

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How do we continuously connect with students? How do we reconnect(rebuild relationships) with students when things are not going well?

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How do we continuously connect with students? How do we reconnect(rebuild relationships) with students when things are not going well?

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These were from last school year

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Consider displaying essential standards in your classroom. Post on chart paper, bulletin board, etc.

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Communicate Essential Standards with Parents and Students

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Communicate Essential Standards with Parents and Students

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Create a newsletter to families at the beginning of year or start of each unit showcasing essential standards.

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Create Common Formative Assessments from essential standards

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Create Common Formative Assessments from essential standards

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With your PLC, create common formative assessments from the essential standards.

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What routines do you need in place to support T2?  

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What routines do you need in place to support T2?  

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Where can they go if they need support/have questions i.e. ask 3 friends, an answer book is out, other resources?  

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Where can they go if they need support/have questions i.e. ask 3 friends, an answer book is out, other resources?  

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How do you form groups per formative data?

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How do you form groups per formative data?

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What will students do if they have the concept? 

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What will students do if they have the concept? 

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Are you monitoring students during T1 in real time (active) to give feedback and correct misconceptions?

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Are you monitoring students during T1 in real time (active) to give feedback and correct misconceptions?

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LLI
Wilson
Fundations
Orton Gillingham
Heggerty Phonemic Awareness
Visualize & Verbalize

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AVMR 1
AVMR 2
AVMR Fractions

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Restate directions / expectations
Acknowledge expected behavior
Model expected behavior
Different seat or group
Provide choice
Breaks
Weekly incentive
Visual Schedule
Class Dojo / Swim Tickets
Class Jobs
Calming corner
Zones of regulation

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Daily progress tracking
Scheduled daily breaks
Buddy room
Daily incentives
Small groups
Lunch Bunch / Focus group
Behavior contract
Visual Schedule
Fidget
Sensory seats
Reflections and parent communication
Guided study hall

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Check in / Check out
Modified schedule / expectations
Individual visual schedule
Discuss/monitor at SIT
Behavior Time Study

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Lifelong Learning / Executive Functioning Skills

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Lifelong Learning / Executive Functioning Skills

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Self-regulation - managing strong emotions and inhibiting impulsive behaviors

Attention - sustaining focus, especially for lengthy or challenging tasks

Task Initiation - starting a non-preferred task

Task Completion - completing a task

Organization - keeping track of materials at home and in school, organizing ideas and information

Planning and Prioritizing - mapping out multi-step tasks such as long-term class projects and judging which assignments are most important to tackle first and which assignments matter most

Time Management - allocating an appropriate amount of time for work and other commitments

Following Directions - follow through with multi-step instructions.

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Fiction

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Nonfiction

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Informational

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Plan enrichment activities for whole group so you can work with small groups.