Improved Outcomes for Students with Disabilities
How was this accomplished?
The school team engaged the student in monitoring his own behavior while they focused on acknowledging him for what he was doing well. The student first worked with the team to develop his own positive behavior plan for the bus. As he implemented the plan he checked in with an adult daily on his progress. Initially he received tangible rewards for meeting his goals but now the acknowledgements and his own pride are sufficient motivation for maintaining his success.
What can we learn from this Bright Spot?
What are the strategies?
Ivan and Lucia have added multiple explicit teaching strategies to their toolbox. Here are a few:
- Introducing, teaching and maintaining routines. Lucia uses SLANT, or “Sit up-Listen-Ask & Answer Questions-Nod Your Head if You Understand-Track the Listener”, to teach her students how to be active learners throughout a lesson. Ivan uses prompts to remind both his students and himself to use routines. He has posters around the classroom prompting use of classroom routines like “Tell, Show, and Do” and “Check for Understanding”.
- All students responding all the time. Ivan uses student response strategies in every lesson that require every student to respond. He might have them write and display responses on white boards or index cards or give verbal responses in a whip-around or in think-pair-share and/or read-write-pair-share activities. Lucia uses “Cold Call” so students don’t raise hands to answer questions—she randomly calls on students to respond. Students know they might be called at any time.
- Corrective feedback. Both Ivan and Lucia note the importance of ensuring that every student knows that errors are acceptable and that they will be supported in arriving at correct answers. Lucia notes that when a student either answers incorrectly or not at all she might call on another student for the correct answer, but she always goes back to the first student to let him or her also give the correct answer. Ivan notes the importance of pair-share activities in this regard. Students have the opportunity to support each other in arriving at the correct answer and to rehearse responses before being called on.