Instruction in use of SAS: (name/document specific aid) Other: Self-Evaluation Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the does” through instructional What the student will use to access “teacher practices curriculum Instruction using task analysis Picture cues Self-monitoring strategies Work systems Instruction in verbal prompts and Rubrics and scoring guides cues Progress graphs Instruction in using visual prompts /cues Checklists Direct instruction in self-evaluation Peer editing Modeling Self-monitoring Mnemonic strategies Other: Direct instruction in self-advocacy skills Instruction in use of SAS: (name/document specific aid) Other: Social Competence Specially Designed Instruction (SDI) Supplementary Aids & Services (SAS) What the does” through instructional What the student will use to access “teacher practices curriculum Instruction using video self-modeling Student repeats directions Differential reinforcement Frequent, positive feedback and specific Instruction in using verbal prompts and praise cues home contact Instruction in using visual prompts and Contracts cues Student-created reinforcement menu Instruction in written prompts and Sequential directions cues Short, concise directions Direct instruction in replacement Frequent breaks behaviors Opportunities for movement Modeling Signal, inference cues Corrective feedback with re-teaching Proximity control Instruction in student study teams Structured transitions Planned ignoring Direct instruction in explicit social skills Reinforcement menu Instruction using role playing Peer tutor/buddy De-escalation strategies Repeated practice of learned skills in Relaxation strategies authentic, non-pervasive Direct instruction in self-advocacy skills environments/situations (vision portfolio, accessing materials in Other:
Instruction in use of SAS: (name/document specific aid) Other: Self-Evaluation Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Instruction using task analysis Self-monitoring strategies Instruction in verbal prompts and cues Instruction in using visual prompts /cues Direct instruction in self-evaluation Modeling Mnemonic strategies Direct instruction in self-advocacy skills Instruction in use of SAS: (name/document specific aid) Other: Picture cues Work systems Rubrics and scoring guides Progress graphs Checklists Peer editing Self-monitoring Other: Social Competence Specially Designed Instruction (SDI) What the “teacher does” through instructional practices Supplementary Aids & Services (SAS) What the student will use to access curriculum Instruction using video self-modeling Differential reinforcement Instruction in using verbal prompts and cues Instruction in using visual prompts and cues Instruction in written prompts and cues Direct instruction in replacement behaviors Modeling Corrective feedback with re-teaching Instruction in student study teams Planned ignoring Direct instruction in explicit social skills Instruction using role playing De-escalation strategies Relaxation strategies Direct instruction in self-advocacy skills (vision portfolio, accessing materials in Student repeats directions Frequent, positive feedback and specific praise home contact Contracts Student-created reinforcement menu Sequential directions Short, concise directions Frequent breaks Opportunities for movement Signal, inference cues Proximity control Structured transitions Reinforcement menu Peer tutor/buddy Repeated practice of learned skills in authentic, non-pervasive environments/situations Other:
IEP%20and%20Lesson%20Plan%20Development%20Handbook.docx