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Special Education Process in Ms. Orr's Classroom. : : :pencil2:…
Special Education Process in Ms. Orr's Classroom. : : :pencil2:
In Classroom supports without SPED Support Teacher
Observe behavior
Inability to work with peers or other teachers
Low motivation or negative self talk
Students are talked to and asked to share frustrations or concerns about the work
Off task or disrupting the learning of others
Incentives for positive behavior and cooperation in class
Requires a level of completion of work. It may be changed to fit their need. 1 quote, 1 paragraph, several sentences. Items to show understanding within their skill level.
Observe work productivity
Incorrect work
offer one-on-one to discuss misconceptions or pair with a high flyer--sometimes peer support is more welcome.
Incomplete work
provide a time for completion
Absent Frequently
Reteach in a small group with peers that need extra support
Use Data :
Aggressive Monitoring
Homework
Consistency: are they doing it every week
Completion to help reinforce skills learned in class
Modified assignments
Shorter writing assignments
Lower level reading assignments
Classroom seating
Seated away from distractions or works better in isolation
Seated with peers during collaboration or discussion times
Clearly see the board or visuals from seat
Ease of access to seat and other materials
Wobble chairs to channel movement needs
Reading tools
Annotation Steps
Actively Read Text
Repeat use of
Reading Strategies
with SPED support within general ed classroom setting 3 days a week
Modified work
Modeled work samples
Chunk material
Break down into timed tasks
Only reading and analyzing specific sections of text
More one on one support
small groups within a gen ed setting with other sped students
There is no formal student support team process (SST) within my school. Most accommodations, modifications, or interventions are provided to all students on need basis in class.
Outside of my class is Response to Intervention: RTI
Students are placed in tutoring programs based on need
On Grade level
: Identifies struggles in other areas
joins a group that does spelling to improve reading and word recognition
Above Grade
level on TRC
Completes a program called Junior great books to push their reading abilities.
Below Grade Level on TRC
-Reading Comprehension assessment
Double dose of guided reading
A frequent concern for some students that hit all the trigger points for SPED is that they are dealing with a form of trauma.
School Pyschologist can make a recommendaton.
Parent communication
Phone call home or text message
Face to face at dismissal or another part of the school day
A note home on homework
Teacher and SPED Support
Observe student behavior frequently
Monitor Data through chats and specific cycles (ie testing)
Collaborate on lessons
Modify work as needed for students
Teaching as a co-teacher
