Adjusting Instruction to Address Behavior *IN PERSON* facilitated by Michelle Levy – 8:30-2:30pm

Many teachers face disruptive behaviors in their classrooms. Researchers have found a relationship between instructional practices, student engagement, behavioral issues and academic success. When students are frustrated by academic tasks, this often results in behaviors that interfere with teaching and learning. Participants will learn effective research based instructional strategies that have been shown to increase student engagement and improve success with academic tasks while creating a positive learning environment for all students. Participants will learn how to identify the reasons behind student behaviors triggered by the presentation and completion of academic tasks and then use this information to develop and implement a variety of instructional practices as well as curricular adaptions and modifications that can lead to improved behavior and academic success. Some of the research-based strategies to be presented include differentiated instruction, Universal Design for Learning, explicit direct instruction and active engagement strategies. Audience: Teachers, support staff, administrators Eligible for 6 hours CTLE credit. Can use 1 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1-nIVf4sj5Z4pBN5f-YtVfAZH6xA3rZrJ/view?usp=sharing
Registration: https://www.mylearningplan.com/WebReg/ActivityProfile.asp?D=13208&I=5468210