Positive Process: Teachers creating a welcoming atmosphere where parents feel comfortable and non-threatened as they begin the process into special education.

Reality Check: Teachers communicate to parents so they are able to understand the abilities and disabilities within the school environment to obtain realistic goals for success in the future. (Community, socially, and emotionally)

ExtraTime/Effort: Parents understand how the disability affects the home/family and what that means for student/parent relationship for success in school. Understanding why the importance of extra time spent is needed.

Accountability: Parents show up for meetings. Take the extra time to help the student. Follow through

Behavior Management refers to how discipline in the classroom is controlled. This includes a clear explanation of expectations, rules, and consequences. This is not limited to "punishment", but includes both positive and negative consequences. Without adequate classroom management learning opportunities are lost as more time is dedicated to "damage control".

To think about:

• How do you establish control?
• How do you maintain consistency with each child?
• How do you address issues of "fairness"?
• How do address all issues without setting expectations that seem to vague?
• If a consequence is undesirable to the majority but an individual is not deterred, what do you do?

Andrea & Pat

Motivation: An internal state or condition (need, desire or want) that serves to activate behavior and give it direction.

Definition of the issues important to our group:

• What factors impact motivation?
• How do we help students develop intrinsic motivation?
• What techniques/strategies can be used to help sustain the motivation of our students?
• How can we as teachers use technology to help motivate students?
• Self-regulation issues
• How do students learn self-regulation
• How can teachers foster self-regulation in their students
• How can a teacher effectively teach goal setting to their students