Setting Event Strategies

These strategies are intended to target things that set the stage for problem behaviour such as being bored, tasks too long, skill deficit (reading, writing, math), requirement to hand in assignments within a set time period, and not having glasses. 1. Increase resources supports for academic work - Js skill deficit in reading, writing, and mathematics can be linked to him finding activities too long and too difficult. This also contributes to his feelings of boredom during class. In order to further develop his core skills it is recommended that J: a. Continue to be scheduled in LAC. Teachers will communicate with LAC staff through notes written in Js agenda. LAC staff will check agenda daily. LAC class should provide enough time to complete or make progress on assignments while also practicing the skills that J needs to improve (i.e. literacy and numeracy). b. Include J in small group pullout support lessons from the math department and English department. Math pullouts will be conducted by Mrs. A (the SEA in Js math class), they will include students with similar struggles, will occur in the math prep room, and will take place when J is struggling with class content. English pullout support will occur three times per week in the resource room, during the second half of Js LAC class, will include one other student, and will be led by Mrs. B (English teacher) c. Work with peer tutor outside of instructional time. This will occur in the resource room at least once per week (Thursdays after school) and will be led by a peer tutor (D., a volunteer grade 12 student). Sessions will focus on homework support/test preparation. Extra sessions can be arranged when needed through the request of J. or his father (if additional home support is needed). 2. Redesign tasks/Adapt curriculum to match Js learning style - In order to promote Js task engagement and improve his assignment completion, the following adaptations could be applied: (a) Allow J to access a computer or Neo for written work and (b) Allow him to access manipulatives and a calculator for math tasks (c) Provide a photocopy of notes before class in order to reduce the amount of written work and help him pay more attention to the class (d) Provide writing starters for written activities that help J initiate the task (e) Increase use of hands-on activities, visuals and kinesthetic activities 3. Allow student extra time to complete assignments - Being unable to hand in late assignments can enable Js escape motivated behaviours, such as failing to complete homework/in class assignments. Providing J with extra time and support to continue to work on overdue or insufficient assignments will make his escape related behaviour irrelevant. Extra support could be provided by pullout SEA staff, through the resource room, peer tutors, or parents.

4. Review/Update agenda book (to help teachers communicate with and other school staff about missing assignments/ homework) - J has a history of poor homework completion and this has resulted in conflicts both at home and at school. Js agenda book will be attached to the inside of his binder. If teachers and J take the time to ensure that he is keeping it up to date, they can help foster a greater level of partnership between Js home and school supports. Js father should be made aware if you intend to use this strategy, as they will know to check Js agenda on a regular basis. Efforts made in this regard should lessen the need for meetings and letters to address the problem of missing assignments that have a history of developing if left unattended. 5. Vision Support - In order to help J actively engage in classroom activates, it is important the J comes to class each day with his glasses. Strategies to assist J in bring his glasses to school could include (a) post-it note on inside of his homes front door with a drawing of glasses or a statement such as got glasses? (b) set a reoccurring reminder in Js cell phone to ring Monday to Friday at 8:30 am with a reminder message (c) if possible, purchase a second pair of glasses that are strictly for school use. These glasses should be kept in his locker at the end of the school day. (d) On days when J forgets his glasses he must sit at the front of the class in order help him see class visuals. 6. Put cell phone in a specific place and return it to J at the end of class - When J comes into the classroom he will put his cell phone away in a specific place (i.e. the teachers desk) and he will take it when the class is dismissed. This will eliminate a regular source of distraction for J. If he forgets, teachers should remind him of this agreement. 7. Seating Arrangements (close to teacher and away from distracting peers) - J is easily distracted, can be disruptive to those around him, and has poor vision. J should sit close to the front of the class. This will allow him to see better while also allowing teachers to closely monitor Js progress and better sustain his attention. Seating arrangements that keep him distanced from distracting peers will also result in greater on task behaviour.

Preventative Strategies: Please choose strategies which contextually fit your classrooms
from the strategies list below.
1. Incorporate student interest in assignments - Incorporating Js interests in assignments

would help him engage in activities and complete tasks. For example, since J loves sports, his favorite hockey teams statistics or favorite soccer teams season results could be incorporated in math. Also, language arts class could incorporate sports topics. For example, J may be allowed to write about his dream rugby team or legendary sports games.
2. Give choices - Giving J choices in academic tasks/activities may increase his feeling of

ownership, responsibility, and motivation. Choices could be given in a variety of ways such as topics for writing and reading, mode (such as computer, Neo, paper/pencil, etc), sequence of a task, place to work (e.g. classroom or resource room), support (e.g. SEA, peer tutor, manipulatives, diagrams, calculator, etc), rewards, ways to present his knowledge (e.g. presentation, paper, make a brochure, etc). Choices could be given to J

on an informal basis or listed on a written document. Since J dislikes being different from other peers, choices should be given in a discreet manner. 3. Shorten tasks/ divide large tasks into small sequential steps - Teachers will reduce Js work amount (fewer questions on tests and assignments), and divide large tasks into small sequential steps. This will help J feel more comfortable since he often becomes uneasy when he thinks an assignment is too long. For larger assignments, post the steps of an activity on an overhead screen or give him a step- by- step check list. 4. Intersperse easy questions and more difficult questions - J has a tendency to disengage from academic tasks that he finds too difficult. By avoiding a long series of difficult questions, teachers will be able to increase Js work production and on task behaviour. This could involve giving J three easy questions followed by one difficult question on a worksheet and could be applied to classroom activities, homework assignments, and tests. Overtime, as skills and knowledge develop teachers could increase the difficulty of questions or the ratio of difficult to easy questions. 5. Give frequent breaks - During classes, teachers should give J breaks on a frequent basis (student and teacher can agree on specific length but should be at least every 20 minutes). These breaks should be unconditional and do not need to be for a long period of time. Breaks could be as simple as putting his pencil down for a minute, a quick chat, bathroom break, or a stretch. As behaviour improves breaks can occur on a less frequent basis. 6. Pre-correct reminder - As soon as an activity is assigned, the teacher reminds J to ask for support or a break whenever he needs to. For example, Js teacher could tell him, J, just tell me whenever you need a break or support, and review how to ask for a break or support. If the teacher intends to provide J with support choices (as outlined above), he/she could remind J of the choices available to him. For example, Let me know if you want any support from the list of choices. Also, teachers could remind J of classroom expectations regarding cell phones before the class begins and ensure it is stored in his backpack. 7. Positive contingency - To increase Js motivation teachers should remind him of the outcomes that will result from his behaviour. Examples could include, If you and your friend finish this worksheet, you can talk for 5 minutes., If you get this assignment done by the end of this class, I will give you a signature for the Wednesday hockey game., If both you and your friend finish the assignment, you can go and talk with him 8. Safety signal - In order to make J feel less overwhelmed and to encourage him to complete more of a task, give him a safety signal while he is working and let him know he will be able to have a break after completing one or a few more questions. This strategy will support J to increase his duration of on-task time and the amount of work that he can complete within a given timeframe. For example, teachers may say, Finish 2 more questions and you can take a break., Work on that for one more minute and you

can take a break. This strategy is also useful when he appears to be tired or is struggling to stay on task.

Teaching Strategies:
1. Self-monitoring checklist for J - A self-monitoring checklist will help J control his behaviours by observing and evaluating himself. A resource room teacher will discuss the checklist with J. They would rehearse how to monitor himself including checking himself every 5 minutes and how to rate his behaviour appropriately, which will help J learn the self-monitoring strategy. The check list should include if he is listening to his teacher, engaging in classroom activities/assignments, keeping free from distracting items, and so on. J will review the items in the list as goals when he comes into the classroom and then complete his self-assessment during each class. Each class should conclude with a short review session with his subject teacher.
2. Communicate his needs to staff - Resource room staff will teach J how to communicate

with teachers in order to prevent problem behaviour. Communication training will focus on the following: a. Asking for help/breaks in class - J will learn that asking for help is useful and can make his academic tasks easier. Moreover, J will learn how and when is appropriate to ask for breaks and assistance. In order to find the most comfortable ways to do so for J, he will be allowed to input his ideas (for example, showing a particular hand sign could mean that he needs a 1 minute break at his desk or turning his hat around could mean he needs help in class). When his teacher is too busy to be asked, J will put a red card on his desk to show he needs to take one minute break. J sets an alarm, which vibrates without beeping sound, for a minute. Staff can teach J appropriate methods of taking breaks that do not involve quiet or disruptive disengagement (i.e. asking to go to the bathroom after the lecture portion of the class). It is also recommended that J have peer tutoring support whenever possible during class and for homework as well. Js designated peer tutor should sit close to J during the class, and J would be taught to quietly ask him/her for help when he needs support. b. Ask for help with homework - J will be taught to utilize available resources such as peer tutors, resource room teachers, and subject teachers for homework support. c. Ask to go to the resource room - J will be taught that during classes when the teacher, SEA, and peer tutors are not available or when J thinks that he needs more intensive support in a quieter environment, he is allowed to go to the resource room. J will be taught to ask for permission to leave and a note outlining what he needs to do while he is out of the classroom.

d. Ask for extra time to complete assignments - J will learn to ask for extensions to complete homework or in class assignments. This would prevent the need to lie about missing work but should signal to teachers that extra support is needed after school or in LAC that day. Teachers should agree upon a new due date and communicate this date to Js father and LAC teacher through Js agenda. e. Ask to talk with friends - Staff will teach J when and how he can ask to talk with his friends during a class. J can only go to ask his teacher for permission to talk with his good friends when he finishes assigned tasks and his friend also has finished. 3. Teach J where, how and when to check in his cell phone - As Js cellphone is a recurring source of distraction, J will be taught to check-in his phone to the teacher at the beginning of each class. Individual teachers can decide on a location that is both safe and convenient for J. If J forgets, teachers should gently remind him of the agreed upon expectations.