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Student Engagement Goal  Purpose and Process    Name:   Bri   Bahr   SMART   ( Specific,   Measurable,   Attainable,   Relevant   and   Timely)   Goal:    By   using   individual   signals,   the   four   students   will   become   aware   of   their   blurting   and  begin   to   self   regulate.       Goal:  To   help   a  few   students   reduce   the   amoun
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  Student Engagement Goal Purpose and Process Name: Bri Bahr SMART ( Specific, Measurable, Attainable, Relevant and Timely) Goal: By using individual signals, the four students will become aware of their blurting and begin to self regulate. Goal: To help a few students reduce the amount of times that they are blurting or distracting the rest of the class during core and guided times. Why: Their blurting is distracting others and not allowing their peers to process and think about objectives on their own. Measurement Tool: Recording, tally chart Strategy tried: Signalling. Each of the four students will have different signal. (touching my nose, ear, chin, and eyebrow). When the student blurts or is creating a distraction I will give them their signal. Then, I will record how many times I had to give them their signal each day. We will start with only signalling during core math and reading. Data: Mon: chin-4 nose -3 ear-1 eye-1 Tue: chin-3 nose -3 ear-1 eye-2 Wed: chin-1 nose -2 ear-0 eye-0 Thur: chin-2 nose -1 ear-0 eye-1 Fri: chin-0 nose -0 ear-0 eye-0 Strategy tried: Signalling. Each of the four students will have different signal. (touching my nose, ear, chin, and eyebrow). When the student blurts or is creating a distraction I will give them their signal. Then, I will record how many times I had to give them their signal each day. In addition to signalling during core math and reading, we will add guided math and reading. Data: Mon: chin-1 nose -1 ear-1 eye-1 Tue: chin-0 nose -0 ear-0 eye-0 Wed: chin-1 nose -1 ear-0 eye-0 Thur: chin-0 nose -2 ear-1 eye-0 Fri: chin-1 nose -1 ear-0 eye-1 Results: The signals seemed to make a dramatic impact right off the bat. The   students really responded to the conversation we had prior to starting the signals about working on their ability to give others the opportunity to process and learn. Then the first days they got a few signals here and there and you could tell that they almost weren’t aware they were causing a disruption until I signalled them. The signals allowed them to catch themselves and very quickly they were able to start self regulating. We would have a conversation at the end of each week and talk about the results. Reflection: Loved this intervention. It seemed a bit fluffy at first, wasn’t sure if they were going to pick up on it and reflect on it. However, they really responded to it! I could 100% tell they were finally starting to become more self aware. Next steps: Continue signaling, across all subjects and events going on at school.
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