This year is this student’s first year at our school. His family and himself have moved around the country for the past few years. Students have assets in his love to share his thoughts, take on class responsibilities, and partake in music-related activities. He needs support with regulation while on the carpet (i.e. flexible seating), being a whole-body listener (he makes noises, gets into student space bubbles and continues when students ask him repeatedly to stop). This affects his ability to get his work done as he spends a lot of time/energy on the people around him. This affects his relationship-building with other students as they have had a negative schema (this person doesn’t respect my boundary and is “annoying”) of him so far.
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This student has a love for drawing, video games (Roblox), and reading. He is a strong reader and mathematician. He needs support with staying with the group, being engaged in a way that allows him to work/listen, and participating with the whole-group plan. This student often says or does unkind things that affect his relationships with others.
If you would like to see more of our team's street data in different classrooms click the button below. Using this street data, we were able to create empathy questions and start working on our Problem of Practice. |
Part 2: Lesson Artifacts and Lesson |