MSAT is an initiative option designed to provide the support necessary to meet the academic, social/emotional and behavioral needs of students with disabilities in the least restrictive learning environment. Debra Herburger, K-12 CPL/Special Education Instructional Coach (see below) is providing MSAT training  and implementation throughout the district.

What is MSAT?

A curriculum and instructional sequence that directly teaches and consistently reinforces the hidden curriculum of student academic and behavior success skills specifically for students with disabilities in the secondary setting.

MSAT is a class designed to reinforce the academic skills required for students to be able to access the curriculum in the least restrictive environment.  In the MSAT classes, students are taught organization skills, time management and priority-setting skills, planning for post-secondary transition, as well as social/emotional and behavioral skills.

The goal of the MSAT class is to provide the support students need to be in the least restrictive learning environment that will meet each student’s individual learning goals.

The curriculum addresses Executive Functioning Skill including Impaired Executive Functioning:  an inability to engage in goal-directed, future-oriented behaviors including: planning, flexibility, organized search, self-monitoring, and use of working memory.

  • “Behavior Problems” Associated With Executive Dysfunction
  • Meltdowns
  • Aggression
  • Protesting
  • Noncompliance
  • Off Task Behaviors/Distract-ability
  • Inflexibility or Rigidity
  • Procrastination
  • Prompt Dependence
  • Disorganization
  • Socially Inappropriate Behaviors
  • Teaches and Reinforces Compensatory Skills
  • Provides remediation of Underlying “Executive” Skills using Cognitive Reorganization Strategies
Essential Learning Goals (Strands)
  • Recall, Restate and Reinforce Academic Skills: What are the academic skills students need to successfully access the general education curriculum?
  • Organization: Both personal and academic-this includes things such as time management as well as binder and backpack organization.
  • Prioritizing and Goal Setting: Setting personal and academic goals; short-term and long-term goals.
  • Post-High School Transition: Career research projects; exploring post-high school options for continued education; explore support services.
  • Self-Advocacy/Self-Management: Identify and understand their disability and participate in their IEP meeting/development as appropriate.
  • Self-Efficacy (Efficacy Curriculum/Brainology-Growth Mindset): Understand the connection between learning in the classroom, being a life-long learner and meeting future goals.
  • Collaboration and Class Participation: Practice social skills that are required in educational setting and beyond.