Consult Agenda

Time     Agenda Item       Facilitator
0:00 – 0:05 Introduction & Context Setting Social Worker & Teachers
0:05 – 0:10 Review Student Profile & Data Teacher
0:10 – 0:20 Brainstorm Accommodations & Supports All Participants
0:20 – 0:27 Prioritize & Develop Action Plan All Participants
0:27 – 0:30 Next Steps & Closing Social Worker

Materials Needed:

• Behavior Observation Form
• Engagement Strategies Guide
• Implementation Action Plan

Meeting Goals:

1. Align on student’s engagement challenges and triggers
2. Generate and select targeted supports
3. Establish clear roles, timelines, and success metrics

Notes:

• Keep each segment time-boxed.
• Use sticky notes or a shared doc to capture brainstorming ideas.
• Document agreed-upon strategies on the Implementation Action Plan.

Behavior Observation Form

Observer Name: _________________________  Date: __________ Time: __________

1. Antecedent: What happened just before the behavior?
   
   
   
   
   
   
   

2. Behavior Observed: Describe exactly what the student did.
   
   
   
   
   
   
   

3. Consequence: What occurred immediately after the behavior?
   
   
   
   
   
   
   

4. Engagement Level:

• Rate the student’s engagement at the time (1 = Not Engaged 2 = Minimally Engaged 3 = Somewhat Engaged 4 = Mostly Engaged 5 = Fully Engaged)
• Explain your rating:
  
  
  
  
  
  
  

5. Environmental Factors: Note any classroom conditions (e.g., seating location, noise level, task difficulty).
   
   
   
   
   
   
   

6. Additional Notes or Observations:
   
   
   
   
   
   
   
   
   
   
   
   

Engagement Strategies Guide

This guide provides evidence-based strategies to boost engagement, reduce off-task behaviors, and prevent destruction of materials in a 6th-grade math classroom. Teachers and social workers can adapt these ideas to meet the unique needs of the student.

1. Instructional Differentiation

1. Tiered Math Tasks
   • Offer three levels of problems (basic, on-grade, challenge). Allow the student to select or rotate through levels.
2. Tactile Manipulatives
   • Use fraction tiles, base-ten blocks, or geometry shapes. Hands-on tools help maintain focus and reduce frustration.
3. Visual Supports
   • Provide step-by-step visual guides or anchor charts for multi-step problems.
   • Highlight key vocabulary and symbols in color.

2. Environmental Supports

1. Preferred Seating
   • Position near the teacher or a supportive peer.
2. Reduced Distractions
   • Use seat dividers or noise-canceling headphones during independent work.
3. Break Space
   • Designate a calm-down corner with fidget items (stress ball, putty). Allow quick, scheduled breaks.

3. Motivational Strategies

1. Choice & Voice
   • Let the student choose the order of tasks or select from a menu of problem types.
2. Goal Setting & Self-Monitoring
   • Co-create daily or weekly goals (e.g., complete 5 problems with no material damage).
   • Use a simple tracking sheet with smiley faces or checkmarks.
3. Token Economy
   • Award points or tokens for engagement, on-task behavior, and proper care of materials.
   • Exchange tokens for small privileges (extra recess time, math game pass).

4. Behavior Supports

1. Visual Behavior Cue
   • Use a color-coded card system (green = good focus, yellow = caution, red = break time).
2. Scheduled Check-Ins
   • Brief (1–2 minute) check-ins at predetermined intervals.
   • Ask, “How are you doing? Anything you need?”
3. Repair Procedures
   • Teach and practice steps for repairing or replacing damaged materials (e.g., ask for help, use tape, request new pages).

5. Social-Emotional Supports

1. Relationship Building
   • Start class with a quick one-on-one greeting or positive comment.
2. Mindfulness & Calm Breathing
   • Teach a simple breathing routine (e.g., 4-4-4 count) to use when feeling frustrated.
3. Peer Buddy System
   • Pair with a peer mentor who models appropriate engagement and care for materials.

Implementation & Next Steps

• Select 2–3 strategies from this guide to test in the next week.
• Record chosen supports in the Implementation Action Plan.
• Monitor progress through the Behavior Observation Form and adjust as needed.

Tip: Involve the student in choosing strategies to increase buy-in and ownership.

Implementation Action Plan

Student Name: _________________________  Date: __________

Use this plan to record selected accommodations/supports, assign responsibilities, set timelines, and define success metrics. Aim to complete up to three strategies.

Strategy 1

Description of Strategy:







Person Responsible:







Timeline (Start Date / Review Date):







Success Metric (How will you measure progress?):

Strategy 2

Description of Strategy:







Person Responsible:







Timeline (Start Date / Review Date):







Success Metric (How will you measure progress?):

Strategy 3

Description of Strategy:







Person Responsible:







Timeline (Start Date / Review Date):







Success Metric (How will you measure progress?):

Next Steps:

• Share completed plan with all participants.
• Schedule review using data from the Behavior Observation Form.
• Adjust supports as needed based on progress and observations.