Murrieta Valley Unified School District / Overview

?Dear Parents of Murrieta Canyon Academy, Distance Learning can be challenging but there are strategies that can be used to create a structured learning environment at home for students. We have come up with a suggested plan to assist students with building positive behavior and to replace or reduce challenging behaviors in the home learning environment. The following is a brief description of suggested strategies and targeted behaviors to reinforce positive behaviors and reactive strategies to help deal with negative behaviors should they occur. General strategies to assist parents/guardians throughout the day during Distance Learning have also been provided. These strategies may prove beneficial but are not considered mandatory. The adjacent chart provides general ideas for how to best prepare and start a student for an academic task, and how to provide continued support through a task:DURING:PARENT/GUARDIAN SHOULD:BY:Beginning of Work Period Check in with studentProvide brief, positive attention “You are going to do great today”Determining rewards and filling in activities for the day – set a schedule, goal, and what student is working for (I am working for computer game minutes)Reminding consequences of disruptive behaviorsPrepareSet up a designated area in your home for schoolwork to be completed (make sure it is clear and clean)Have a comfortable chair (not their bed)Use an app like Coffitivity to create peaceful background noise to help with focus (may not be appropriate for all students)Have your student set an alarm, brush their teeth, and change out of their pajamas in order to get them to shift into work modeDetermine the amount of assignments or number of minutes the student is required to complete. BE CONCRETEAlternate easy and hard problemsDuring Academic TasksEngageProvide specific, positive praise throughout the task (“I like the way you ____.”)Use transition warnings (“5 minutes until we put away this work and move to next task.”)Take short breaks in between tasksRespondIgnoring off-topic commentsEngage in current task with directive or question (“What problem are you on?”)FinishProvide specific, positive praise at the end of the task (“You did a great job on ___.”)Provide earned minutes in activity working forTeaching Strategies & Reinforcement Procedures: Describe how the student with be reinforced for desired behavior. Verbal Praise: Give specific verbal encouragement. “I appreciate that you are working so diligently”, “You did a great job in reviewing that math problem”. Model the appropriate behavior- role play: Showing students that you follow your own routine will help them see the benefit. If you show them how you work independently, they will hopefully follow. Cue/prompt the student to use the appropriate behavior : Give specific expectations “In 10 minutes we will begin working, please stay on task and use appropriate language when you need help”. Earn computer time : Ex: “You will get 30 minutes of computer for each assignment you complete”Provide a short break : If you see the student is losing focus, beginning to burn out, allow them time to re-group Give choices within the task: While it is best to assign specific subjects for each day, provide a choice within the subject. “Would you like to review your math problems from last time or get started on the new worksheet”. “Would you like to work on this independently or with me?”. Earn video chat time with a preferred person: “For every X amount of work you complete, you can video chat with a person of your choice for X number of minutes”. Earn points for reward: Have each assignment count for X amount of points. Together decide what the points will allow them to redeem. Ideas include chores pass (no chore for that day), no dishes, extra computer/video game time etc. Earn time to listen to music : “For every X amount of work you complete, you can listen to music for X number of minutes while working”.First this/ Then reminder: Always remind the student that FIRST they need to complete X amount of assignments and THEN they can receive their reward, break, etc. Parent helper: Sometimes students prefer to do work for their parent. Explain to them that if they complete X amount of assignments or X number of minutes, then they can assist you with work, projects around the house etc. Visual reminders posted on work area: Give 2-3 reminders of what you expect. (stay on task, try your hardest, work for X number of minutes etc.) High fives or other gestural support: High fives, thumbs up, pat on the back when you see the student behaving in the way you expect. Home-School communication emails: Remind the student that you will be connecting with teachers, and that you will give a report on their work as well as their behavior. The school has behavior points set up, so remind them they will earn points at home and school! Change work environment location : BEFORE you begin working let the student know the 2 areas a student is allowed to work; this gives them mobility to release energy and refocus by moving between 2 areas. Individual schedule : ALWAYS provide an individual schedule of the DAY and WEEK so the student can prepare Work with buddy over video: For specific subjects the student may struggle with, allow them to video chat or work with another student over the phone. Provide a specific number of minutes they are allowed to work for. Behavior contract: Help create accountability by making a behavior contract with 2-3 specific behavior the student can commit to doing. Examples include “I will use appropriate language, I will work for the minutes assigned to me, I will ask for help appropriately, I will not give up on the first try”. Self-Management: Remind the student of opportunities to manage their own emotions. “I notice you are raising your voice, do you need (a break, to take 3 deep breaths, switch to a different activity, drink water etc.). Check in/Check out: Allow your student to check in and out with staff via email or AERIES communication for additional support. Also have your student check in and out with you when switching from one activity to the next. Use of a timer: When setting up a schedule, use a timer for working and breaks. Determine and agree BEFORE starting the day. “You will work for 30 minutes and take a break for 15 minutes”. Be first to receive something at home: When the student displays appropriate behavior, allow them to be the first to receive rewards or daily items. For example student can be the first to receive dinner, dessert, use of the bathroom, shared computer or games etc. Sample Schedule: Note the minutes expected to work for each subject is listed. Within each subject set the expectation of how long to work on each assignments before the amount of minutes allowed to take a break.Here is a link to create your own planner through excel: printable-daily-planner (1).xlsxIF STUDENT:THEN PARENT/GUARDIAN SHOULD:EXAMPLE/NOTES:Gets to work without arguingCompletes workUses appropriate languageSeeking attention appropriatelyImmediately catch him being good by:Providing specific praiseReminding him of progress to goalAt end of activity, provide points by:Marking point on chart after completes each assignment/work periodProviding specific praiseExample:“Thanks for getting right to work.”Example:“I loved the way you started working right away. Since you started working and finished, you earned 3 minutes!”Starts to be mildly disruptiveIgnore behaviorNo eye contact, neutral faceRemind student to start workingGive positive praise as soon as he does any appropriate behaviorExample:If he starts to complain or argue, ignore this. Wait a minute, then say, “Start on number one and you can earn time to do ___.”Example:“I loved the way you started working right away. Since you started working and finished, you earned 3 minutes!”Continues to be disruptivePrompt student use replacement behavior (take a 5 minute break)Remind him about point sheetExample:“Remember, I need to see you start to work without arguing so that you can earn your minutes at the end of this activity.”Escalates to severe problem behaviorHave student move to a quiet/calm work spaceSet time for 5 minutesMonitor quietlyProvide a calming activity (drawing, listening to music, etc.)Ask if ready? Return to work or repeat above stepsExample:“You didn’t earn your minutes to use as quiet time because you continued to argue about the work. If you can begin to work without arguing after your break, you can earn your minutes for the next activity!”The following is examples of how to react to positive and disruptive/negative behaviors. For more support visit and click on the specific area of concern, and ways to support your student. You can also visit ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download