Work Completion

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Getting kids to get to tasks is sometimes a difficult road to navigate given their perspectives of “doing” and the consequences or blockages they perceive to be impeding that journey. The art of supporting student work completion through proper scaffolding and supports.

Articles

Promote Student Success During Independent Seatwork

Increasing Time-on-Task and Student Engagement

School-Wide Strategies for Managing… OFF-TASK / INATTENTION

Time-on-Task: A Strategy that Accelerates Learning Educators who use effective classroom management techniques, employ good teaching practices and interactive learning activities have the power to turn on the learning lights.

Simple Teacher Techniques For Impulsive & Distractable Students – Diana Browning Wright, M.S.

Six Reasons Why Students Are Unmotivated (and What Teachers Can Do) – Jim Wright

Possible Interventions for the Function of Escape/Avoidance/Delay

Interventions (PBIS) click links below:

Checklists

Academic Enablers Checklist from Jim Wright at Intervention Central…Great activity to begin with when considering the student’s current skills and gaps to fill with learning readiness.

A Checklist for Everything!

Check It Out! Using Checklists to Support Student Learning

Checklists for Teachers By: Sandra F. Rief

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IEP Goals

On-Task/ Work Completion
When given a task or direction ______ will begin the task within 1 minute and remain on task for a minimum of 10 minutes independently with no more than 2 prompts on 8 out of 10 independent tasks, as measured by staff data.
Given a maximum of one verbal cue, _______will attend to a non-preferred, small-group activity and/or independent assignment, without protest, and remain on task with no task avoidance (bathroom, getting a jacket, tying shoes, sharpening pencil, etc.) for 20 minutes, in 3 out of 4 trials, as measured by observations and staff documentation.
_______ will demonstrate on task-behavior in the general education setting for 75% of intervals during a 10 minute period, with the use of an appropriate fidget and one adult reminder, in 4/5 trials, as measured by observation and data.
________ will attend (sit still, eyes on teacher, hands to self, quiet voice) to a task during large and small group instruction across settings for a 10 minute period with no more then 1 teacher prompt in 4 out of 5 trials as measured by teacher charted data.
With movement breaks and the use of self-regulation strategies, _____ will demonstrate the ability to attend to a task for an average 75% of intervals in a 20 minute class period.

With the use of taught self-regulation strategies and self-monitoring checklists, ______ will independently begin a task (including non-preferred tasks) within 2 minutes of direction for an average of 80% of opportunities, across environments.

With the use of taught self-regulation strategies and self-monitoring checklists, once ______ has began an independent task, he will then remain focused on the task for at least 10 minutes, free from adult prompts, for an average of 80% of opportunities, across environments.

When given an assigned task, ____ will independently complete an assignment/task, and ask for assistance, if needed, with 80% accuracy in 5 out of 5 consecutive trials, in a small group setting, as measured by teacher-charted observations.

When given a non-preferred task paired with the use of self-regulation strategies and rewards systems, ______ will begin the task within 1 minute, and complete the appropriately modified version of the task within a predesignated appropriate amount of time (with use of timer) on 8 out of 10 opportunities, as measured by staff data.

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