Specialized Instruction- (to be completed by the Co-Teacher) An Accommodations Matrix is included in the Lesson Plan binder which itemizes individualized needs. Please note the below listed supportive aids & services are not in isolation. Monday Tuesday Wednesday Thursday Friday 10/2/17 10/3/17 10/4/17 10/5/17 10/6/17 Provide Provide clear Provide clear Provide clear Provide clear directions verbally directions verbally directions, verbally and directions verbally and directions verbally and visually and visually visually visually and visually Modeling Graphic Verbal Provide pictures and Provide pictures using Organizer explanations/directions visuals to support and visuals to active Modeling simplified and communication of support construction Peer/adult supplemented by knowledge communication of of meanings reading visuals (pictures, Modelling knowledge (hands-on, assistance symbols, or written Pre-teach Modelling manipulatives, Small supports) vocabulary Small tactile instruction Read aloud/peer Allow extra time group/one-to-one stimulation, Allow extra time reading assistance instruction etc.) and/or snap read. Allow extra time Provide a Jigsaw grouping – structured small groups environment with Allow extra time a given place for extra time ***Personally identifiable information about a student is prohibited such as the name of the child, personal identifiers, personal characteristics and/or information that would make it possible for a person to identify the child with reasonable certainty. (Source: IDEA and FERPA Confidentiality Provisions. U.S. Department of Education. . Specialized Instruction for: Information Processing (Motor Disabilities, Memory Problems, Visual Deficits, Auditory Processing Difficulties, Receptive Language Difficulties, Cognitive and Metacognitive Issues, Attention Deficits, and Expressive Language Difficulties).
Specialized Instruction- (to be completed by the Co-Teacher) An Accommodations Matrix is included in the Lesson Plan binder which itemizes individualized needs. Please note the below listed supportive aids & services are not in isolation. Monday 10/2/17 Tuesday 10/3/17 Wednesday 10/4/17 Thursday 10/5/17 Friday 10/6/17 Provide directions verbally and visually Modeling using active construction of meanings (hands-on, manipulatives, tactile stimulation, etc.) Provide a structured environment with a given place for extra time Provide clear directions verbally and visually Graphic Organizer Modeling Peer/adult reading assistance Small instruction Allow extra time Provide clear directions, verbally and visually Verbal explanations/directions simplified and supplemented by visuals (pictures, symbols, or written supports) Read aloud/peer reading assistance and/or snap read. Jigsaw grouping – small groups Allow extra time Provide clear directions verbally and visually Provide pictures and visuals to support communication of knowledge Modelling Pre-teach vocabulary Allow extra time Provide clear directions verbally and visually Provide pictures and visuals to support communication of knowledge Modelling Small group/one-to-one instruction Allow extra time ***Personally identifiable information about a student is prohibited such as the name of the child, personal identifiers, personal characteristics and/or information that would make it possible for a person to identify the child with reasonable certainty. (Source: IDEA and FERPA Confidentiality Provisions. U.S. Department of Education. . Specialized Instruction for: Information Processing (Motor Disabilities, Memory Problems, Visual Deficits, Auditory Processing Difficulties, Receptive Language Difficulties, Cognitive and Metacognitive Issues, Attention Deficits, and Expressive Language Difficulties).
Newell-Jefferson-week-of-Oct-2nd-6th-xsrenk.docx