Early Release District PD - 1/31 by

2025-01-31 21:35:53 UTC

Attendance committee where some team members meet, call family to try to figure out barriers to attending

2025-01-31 21:35:59 UTC

Ask for student input/give choices for therapy activities

2025-01-31 21:36:06 UTC

relationship building

2025-01-31 21:36:18 UTC

work with admin, family and counselors

2025-01-31 21:36:21 UTC

Having a one on one conversation. It helped me motivate the student who was overwhelmed with school and not sure how to start moving forward.

2025-01-31 21:36:24 UTC

Track data - barrier to attendance meeting

2025-01-31 21:36:26 UTC

Include voice and choice in learning tasks

2025-01-31 21:36:27 UTC

Calling parents about attendance.

2025-01-31 21:36:30 UTC

Scaffolding

2025-01-31 21:36:32 UTC

incentives

2025-01-31 21:36:33 UTC

Meet with families and see what is needed for their student to want to come to school.

2025-01-31 21:36:34 UTC

Make sure the grade level is appropriate

2025-01-31 21:36:39 UTC

Try another method

2025-01-31 21:36:40 UTC

generational appropriate vocab

2025-01-31 21:36:44 UTC

Student choice for text or prompts

2025-01-31 21:36:44 UTC

using activity of interest

2025-01-31 21:36:51 UTC

end of semester/start of semester conference to learn more about the student and what they want to get out of their school/services

kmason140 — 2025-01-31 21:36:51 UTC

Ask for student input.

2025-01-31 21:36:54 UTC

Retest where they to get a good baseline.

2025-01-31 21:36:56 UTC

Find student interest

2025-01-31 21:36:56 UTC

track phone usage in class

2025-01-31 21:36:59 UTC

Emphasize rigor and your belief in their progress.

2025-01-31 21:36:59 UTC

If the team discovers that there's a prior skill or knowledge needed (in the scope/sequence of learning), then I document what sub-skill or knowledge we have worked on to get to the "ambitious" goal.

2025-01-31 21:36:59 UTC

Building relationship

2025-01-31 21:36:59 UTC

Put in more practical connections to lives

2025-01-31 21:37:02 UTC

offer multiple ways to meet the lesson

2025-01-31 21:37:03 UTC

Training on PDA

2025-01-31 21:37:03 UTC

Making activities that students can resonate with. More real-life examples that students can see in their lives

2025-01-31 21:37:04 UTC

Determine if a goal to support engagement is needed. There may also be a need to consider reinforcement assessment.

2025-01-31 21:37:07 UTC

Token boards for participating in work

2025-01-31 21:37:08 UTC

show student you care

2025-01-31 21:37:10 UTC

Is your goal aligned to curriculum you are using? If not, or the curriculum isn't currently addressing it, I would see if there are some supplemental resources (reach out to colleagues) that could help target that goal/skill.

2025-01-31 21:37:13 UTC

Quality over quantity; allow options in response (e.g. verbal vs writing, etc.); choice in how to show their understanding

2025-01-31 21:37:14 UTC

Find a balance between assigning preferred and non-preferred tasks

2025-01-31 21:37:17 UTC

Having a conversation with the student after taking the time to get to know them. Discuss with them how to best solve the attendance problem

2025-01-31 21:37:19 UTC

I have partnered the student with someone who they/ he/ she works well with or a friend and created a partner activity.

2025-01-31 21:37:19 UTC

family relationship building

2025-01-31 21:37:21 UTC

Creating lessons geared to student interests

2025-01-31 21:37:22 UTC

Vary presentation methods and assignment types.

2025-01-31 21:37:23 UTC

Working with RSs to connect with families on a regular basis. Home visits and 1:1 meetings with families.

2025-01-31 21:37:24 UTC

Call a meeting of the IEP team to address the issue as a group and get the family the support they need

2025-01-31 21:37:26 UTC

Building relationships

2025-01-31 21:37:31 UTC

frequent student conferences

2025-01-31 21:37:32 UTC

Using student interests to get buy in when possible.

2025-01-31 21:37:37 UTC

Know what sport or instrument they play. Go to their concert or game.

2025-01-31 21:37:38 UTC

I don’t think we have a Social Skills curriculum for high school students that targets the needs of our students who are on the spectrum.

2025-01-31 21:37:39 UTC

Incentives are always good

2025-01-31 21:37:40 UTC

Variation of activity that train the same skill we are working on.

2025-01-31 21:37:40 UTC

Choice assignments that can allow them to explore their interests.

2025-01-31 21:37:42 UTC

Review the student's most recent comprehensive evaluation. Is the entire team including GenEd teachers aware of the impact of "invisible" challenges (working memory, receptive language, etc.)?

hport2 — 2025-01-31 21:37:44 UTC

phone calls home

2025-01-31 21:37:44 UTC

Journal to link learning to personal experience

2025-01-31 21:37:48 UTC

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

2025-01-31 21:37:50 UTC

Building confidence in ability

2025-01-31 21:37:52 UTC

Having a say in their goals/materials/methodology

2025-01-31 21:37:54 UTC

scaffolding

2025-01-31 21:37:55 UTC

PTO - Earned

2025-01-31 21:37:56 UTC

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

2025-01-31 21:37:59 UTC

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

2025-01-31 21:37:59 UTC

Student feedback.

2025-01-31 21:38:03 UTC

Opportunities to let them be "experts"

2025-01-31 21:38:03 UTC

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.

2025-01-31 21:38:03 UTC

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

2025-01-31 21:38:04 UTC

Gamify the learning

2025-01-31 21:38:08 UTC

working closely with family is helpful.

klitondo — 2025-01-31 21:38:08 UTC

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

2025-01-31 21:38:10 UTC

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

2025-01-31 21:38:14 UTC

Respect current Curriculum and add supplements to reach all students

2025-01-31 21:38:14 UTC

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

2025-01-31 21:38:18 UTC

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

2025-01-31 21:38:38 UTC

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

2025-01-31 21:38:38 UTC

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

2025-01-31 21:38:42 UTC

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

2025-01-31 21:38:53 UTC

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

2025-01-31 21:39:00 UTC

Rapport-building activities at the start.

2025-01-31 21:39:09 UTC

Involve student in choice of activity.

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

2025-01-31 21:39:18 UTC

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

2025-01-31 21:39:19 UTC

Find places where they are already successful and build on that

2025-01-31 21:39:25 UTC

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

2025-01-31 21:39:25 UTC

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

2025-01-31 21:39:25 UTC

Personalized learning, scaffolding.

2025-01-31 21:39:42 UTC

Positive relationship building with students and working with family.

2025-01-31 21:39:57 UTC

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

2025-01-31 21:40:13 UTC

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

2025-01-31 22:46:50 UTC

Regular attendance meetings with family. Attendance incentives.

2025-01-31 22:46:53 UTC

Connect with family to find ways to support

2025-01-31 22:47:03 UTC

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

2025-01-31 22:47:10 UTC

Incentivize engagement and tasks

2025-01-31 22:47:18 UTC

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

2025-01-31 22:47:22 UTC

intervention & positive reinforcement with parents

Communication of positives & share celebrations

Document health concerns/ illness

2025-01-31 22:47:32 UTC

Award system

2025-01-31 22:47:35 UTC

Establish routine connection with family

hjordin — 2025-01-31 22:47:42 UTC

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

2025-01-31 22:47:47 UTC

Home visits. Creating a welcoming environment for the student.

2025-01-31 22:47:57 UTC

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).

2025-01-31 22:47:57 UTC

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

2025-01-31 22:47:59 UTC

Find interactive activities

2025-01-31 22:47:59 UTC

Provide families with community resources.

2025-01-31 22:48:02 UTC

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

2025-01-31 22:48:07 UTC

Communicate with the parent in their preferred method of communication.

2025-01-31 22:48:10 UTC

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

2025-01-31 22:48:10 UTC

School and family collaboration

2025-01-31 22:48:12 UTC

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

2025-01-31 22:48:15 UTC

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

2025-01-31 22:48:19 UTC

phone call home

2025-01-31 22:48:19 UTC

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

2025-01-31 22:48:20 UTC

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

2025-01-31 22:48:20 UTC

Have a conversation with families

2025-01-31 22:48:22 UTC

Teach at their level

2025-01-31 22:48:24 UTC

Partner with SLP, OT to determine key strategies

2025-01-31 22:48:49 UTC

Offer multi-modal learning

2025-01-31 22:48:54 UTC

Check and connect with a preferred adult in the building.

2025-01-31 22:49:02 UTC

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

2025-01-31 22:49:08 UTC

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

2025-01-31 22:49:14 UTC

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

2025-01-31 22:49:16 UTC

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

2025-01-31 22:49:17 UTC

Building relationships and using children's interests to engage them

2025-01-31 22:49:20 UTC

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

2025-01-31 22:49:25 UTC

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

hjordin — 2025-01-31 22:49:26 UTC

scaffold levels of cues provided

2025-01-31 22:49:32 UTC

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

2025-01-31 22:49:35 UTC

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.

2025-01-31 22:49:37 UTC

Using the first/then strategy.

Engaging learning games.

Call parents concerning attendance.

2025-01-31 22:49:38 UTC

Find favorite items or toys that are motivating

2025-01-31 22:49:39 UTC

Fostering relationships and rapport with students AND families

2025-01-31 22:49:44 UTC

Collaborating with OTs, PTs, SLPs, and families

2025-01-31 22:49:52 UTC

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

2025-01-31 22:50:00 UTC

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

2025-01-31 22:50:01 UTC

Build a relationship first with the student

2025-01-31 22:50:03 UTC

Add subjects of interest into work

2025-01-31 22:50:09 UTC

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

2025-01-31 22:50:11 UTC

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

2025-01-31 22:50:15 UTC

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

2025-01-31 22:50:24 UTC

look and observe preferred items/ preferred items and keep notes

2025-01-31 22:50:35 UTC

communication with family/admins to support

2025-01-31 22:50:43 UTC

Try to tie in special interests when possible.

2025-01-31 22:50:46 UTC

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

2025-01-31 22:50:50 UTC

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

2025-01-31 22:51:12 UTC

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

2025-01-31 22:51:16 UTC

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.

2025-01-31 22:51:53 UTC

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

2025-01-31 22:52:04 UTC

Finding interests and creating connections with students to encourage engagement.

2025-01-31 22:52:06 UTC

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

2025-01-31 22:52:09 UTC

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

2025-01-31 22:52:17 UTC

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.

2025-01-31 22:52:20 UTC

Job alike PDs

2025-01-31 22:52:27 UTC

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

2025-01-31 22:52:33 UTC

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

2025-01-31 22:52:47 UTC

Building supports to connect with families to provide resources

2025-01-31 22:52:58 UTC

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

2025-01-31 22:53:05 UTC

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.