Effective Academic Instruction

What came first? Behavior, or academic delay?

Understanding Student Profile

• Review ESER and available benchmark/progress monitoring
• Look for pattern of strengths and weaknesses, splinter skills and "holes"

Myth: Address behavior first, then students will learn

Instructional grouping

• Look at what level student's behavior is at
• General ed? Small group with resource teacher or interventionist? Self-contained?
• Workshop style / Station rotation with paraprofessionals
• Utilize technology (iPad, chromebooks)

Selecting Materials

• Use evidence-based instruction, district adopted materials
• Use Teacher Pay Teachers and Pinterest for DECOR and to ADD to district adopted curriculum
• Use personalized learning tools

Function of behavior during instruction

• Attention-seeking -- ignore low level behaviors and address through point system, "catch" them being good by reinforcing positive behaviors (5:1 ratio)

Function of behavior during instruction

• Avoidance -- make sure work is at level, reinforce participation, use First Then with preferred/non-preferred

Function of behavior during instruction

• Control -- offer choices, and options, stay out of power struggles

Function of behavior during instruction

• Sensory -- offer tools for self-regulation (flexible seating, choice to stand, variety of writing tools, assistive technology)

Resource in your building

• General ed teachers
• Instructional Coach
• School Psychologist
• Speech-Language Therapist
• Occupational Therapist

Other Resources

• Assistive Technology Specialists
• Educational Technology Specialists
• Resource Specialists

Upcoming Training

• 8/21 Reading Mastery
• 8/23 Corrective Reading
• 8/28 Connecting Math Concepts

Courses for Credit: Effective Practices

• "Nuts and Bolts"
• "Make and Take"

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