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SCHOOL: Summerhill School

Student: **** Referring Teacher: Ms. A
Facilitator: team Grade Level: 3
Date of Meeting:February 15, 2017 Time: 9:00
TEAM MEMBERS:
W.D.- SIW
Ms. A – teacher /VP
W.W. - Guidance
D.T. – Guest / Grade 3FI Teacher

ISSUE(S) TO BE ADDRESSED:

Discuss observations/concerns/supportive planning for *** as he settles into Grade 3

STUDENT STRENGTHS STUDENT NEEDS
Loves music Very artistic
Enjoys lego Likes choice time
Enjoys hands on activities

WHAT STRATEGIES HAS THE REFERRING TEACHER ALREADY TRIED?:
Visual cues
Providing choice
Using “first ____ then ____” language.
Providing body breaks throughout the day
Brainstorming:

Continues to have episodes of disruptive
behaviour ie. loud shrieking, crying,
kicking, banging objects as well as rude
responses to adults and peers
What is the frequency:
Since arrival to school, over the past 8 days
he has had: a Large meltdown at school
assembly
and 53 additional loud disruptive outbursts.
Rude responses to Adults and peers: 48
incidents
Antecendants:
What is he gaining: negative attention?
Control?
Expressing frustration?

NEW STRATEGIES SELECTED: (Include who will carry out each strategy and when)
STRATEGY: ASSIGNED TO: IMPLEMENTATION
DATE:
Proactive:
1. Planned breaks – basket in Staff/Resource Sept. 14, 2016
Resource Room (high
interest/enriched activities) 9:30,
11:00, 2:00 Set timer 10 min.
2. Have a novel on the go and take to Teachers
less structured events or louder
settings
(music, gym, outdoors) (ear buds??)
3. Sticky note self monitor sheet each Staff/Student
day – stamp or check when adult
‘catches him complying’. Can stick
into his agenda for home.
4. Guidance support – with peer, focus Guidance
is ‘emotional regulation’
5. SIW coaching – focus on social Mrs. D
thinking in relation to
expected/unexpected behaviour
6. Resource will look at academic
Ms. V
assessment for strength areas
7. Parent meeting
Ms A
 Parents have not responded to 3
attempts by the teacher to contact them

Staff
Responding:
1. ‘Walk’ card – adult will place on
his desk to indicate he will go on
window walk (he can give
himself a check for compliance
with this)
2. He will have his own ‘walk card’ Student
to leave on desk when he
initiates the walk brake himself.
3. Refusals/disrespectful responses Staff/Student
– Student will have a brief
‘tutorial’ with adult during the
next break to practice the
expectation. He will also make
an apology note and deliver it.
FOLLOW-UP MEETING WITH TEAM
Date: March 1st 2017 Time: 1:30pm Place: Room 131