Evaluate structural barriers and their impact on student learningInvestigate the benefits of differentiated learning in order to overcome barriersAssess the value of strategies which promote classroom inclusivity

KEEP THE CONTENT BUT CHANGE THE DELIVERY

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IDEAS FOR ADAPTING HOMEWORK ASSIGNMENTS1) Consider the attention span of the student when making homework assignments.2) Provide a clear set of directions for the assignment. Do a check for understanding with the student by having him/her explain to you what he/she thinks the assignment is.3) Provide example of what the assignment should look like or provide example of how to do one  portion of the task.4) Check to be sure that the student has written the assignment in an assignment log.5) Provide a suggested time frame for doing the homework: “Do as much as you can on this in a 30 minute time span.”6) Adjust the size of an assignment.7) Allow an alternative format for the assignment (accept an audio taped report rather than a written report).8) Eliminate redundant copying, focus on meaningful writing expectations.9) Provide choices as to which portions or problems to do.10) Assign flexible amounts – “Do as many problems as you need to in order to understand the concept.” “Do at least five problems and then decide if you need to do any more.”11) Set up homework buddies or homework sharing groups so students can check in with classmates  about homework assignments.

� Base grades on individual progress.� Use IEP goals/objectives as the basis for determining grades.� Use lowered grading standards.� Grade process and product separately.� Base grades on ability.� Contract with the student for grade based on completion of the task.� Base grade on a modified curriculum.� Weight grades based on the difficulty of the assignments.� Use a self-referenced system of grading.� Consider effort when competence or progress is unsatisfactory.� Use a pass/fail system.� Use an inventory checklist noting mastery or non-mastery.� Provide a narrative report instead of a letter grade or in addition to a letter grade.� Involve the student in self-evaluation using goal-setting, learning contracts, weekly conferences, etc.� Use a multiple-marking system.� Develop a school wide or grade-level wide policy concerning adapted grades.� Grade frequently to allow opportunities for increased feedback.� Offer options of extra credit.� Provide partial credit for items attempted or for partial answers.� Share responsibility for grading among several educators.� Use a combination of options.

GradingGRADING AND TESTS� Grade partly on individual progress and effort.� Use daily or frequent grading averaged into quarter grade.� Weight daily work higher than tests for poor test-takers.� Mark only correct answers rather than wrong answers.� Permit students to rework problems for a better grade.� Average grades when assignments are redone or grade on corrected work.� Use pass-fail or alternative grading system.� Permit students to retake tests - set realistic expectations.� When class participation affects grade, alter expectations.

Tests� Teach the student how to take tests and how to review.� Allow as much time as needed to finish.� Allow tests to be taken in a different room if necessary.� Read tests to the student and allow oral responses.� Divide tests into small sections of similar questions.� Use recognition (true/false, multiple choice, matching) not essay.� Use performance assessment instead of a written test.� Give progress reports and portfolios instead of grades.� Grade spelling separately from content.� Use typed test materials instead of handwritten tests.� Allow take-home, open note, open book tests.

� Reorganize test questions from easy to difficult.� Enlarge or highlight key words in a question or phrase.� Assist students in pacing themselves by showing or telling how much time remains.� Provide oral directions for each portion of the test.� Underline the word “Directions” on the test to call attention to it.� Give a take-home test.� Give tests more frequently, covering less content per test.� Change the response format to short answer or fill in the blank.� Avoid long and wordy questions.� Eliminate the need to transfer answers from the test to another piece of paper.� Avoid using words such as not, never, always, except.� Color code the sections of the test� Allow the student to tape record answers to the test questions instead of writing them.� Arrange the choices vertically for a multiple choice test format.� Allow the student the option of drawing a line from the question to the correct multiple choice.� Avoid the use of all of the above, some of the above, none of the above.� Place all matching items and choices on the same page.� Use small groups of matching questions and choices.� Provide a word bank of possible answers for fill-in-the-blank questions.� When using essay questions, pre-teach the meaning of compare, describe, discuss.� Allow outlining as an option to writing an essay.� Provide opportunities for students to answer essay question using a computer.� Give student the option of adding one question to the test and answering it.� Allow student one question in each section to choose to skip.13

• verbal tests• shortened tests• literal levels of questions• frequency of tests• length for completion• types of responses• IEP goal achievement• course projects• observations• development of instructional packet

1) Pre-teach vocabulary and preview major concepts:• provide copies of key terms and definitions• discuss what the student already knows about the topic• discuss what the student wants to learn about the topic2) State a purpose for reading:• give student something specific to look for before beginning to read (i.e., the main character, something the main character is involved in, the sequence of main events).• if questions are going to be utilized, give the student a copy of the questions beforehand.3) Provide repetition of instruction:• incorporate such techniques as study guides, drill, board work, choral response, study-buddy practice, or hands-on manipulatives.4) Provide clear directions and examples:• give oral and written directions• have student repeat directions• use examples to demonstrate the procedures and ask the student to demonstrate the procedure• build a frequent checks-for-understanding (“Tell me what you think you are supposed to do with this assignment …”)5) Make time adjustments:• allow student more time• shorten the assignment (i.e. decrease the number of questions, decrease the complexity of the responses, have the student select a specified number of questions to answer)6) Provide feedback:• as immediate as possible• oral or written for each assignment• ask the student to tell you how he/she did on the assignment, areas in need of improvement, areas of strength, how they might approach the task differently7) Have students keep an assignment notebook:• record assignments and daily tasks• if needed, color code and/or organize separate folders and assignment notebooks for each class/subject8) Provide an alternate assignment:• create options for demonstrating proficiency (i.e. give an oral report instead of a written report, role-play a concept to demonstrate understanding, submit a videotape of a presentation instead of doing a “live” presentation)

Speech and language impairment is a communication disorder, such as stuttering, impaired articulation, a language impairment, or voice impairment, which adversely affects a child’s educational performance.The characteristics of students with speech/language disabilities and others with expressive and/or receptive language processing difficulties include but are not limited to the following. These students:• have difficulty following orally presented directions and information• have difficulty recording notes from oral presentations• are easily distracted by extraneous noise• have difficulty remembering what is heard• may have difficulty with discussions, oral presentations, or reading aloud• may have difficulties explaining themselves clearly and coherently• may display poor speech articulation, fluency, or expressiveness• may have difficulty with word retrieval• have difficulty with correct grammar and word usage in speaking and written language14

Environment Accommodations:• Seat away from auditory distractions, e.g., open window, noisy heater.• Seat near front of classroom.• Seat near positive peer role models who are active participants in discussions so that students can hear well.

Delivery of Instruction Accommodations:• Ask specific, structured questions.• Teach non-verbal communication skills.• Reinforce students’ use of social language skills.

Student Performance and Behavior:• Allow extra time for responses to questions.• Structure opportunities for small group and one-to-one discussions.• Plan for short oral presentations.

Assessments:• Allow tape recording as alternatives to live presentation.• Encourage alternate ways to complete tasks such as projects or written reports.

Serious Emotional Disturbance is a condition exhibiting one or more of the following characteristics over a long period oftime, to a marked degree, in at least two settings (one of which is school), which adversely affects educationalperformances in the following ways:1. An inability to learn which cannot be explained by intellectual, sensory or health factors;2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;3. Inappropriate types of behavior or feelings under normal circumstances:4. A general pervasive mood of unhappiness or depression; or5. A tendency to develop physical symptoms or fears associated with personal or school problems.The term includes children who are schizophrenic or autistic. The term does not include children who are sociallymaladjusted unless it is determined that they are seriously emotionally disturbed as we

pp 15Students have difficulty with:• solving problems• accepting responsibility• making transitions or changes with positive relationships• organization and long-term planningpp 16Students:• are average or above average in ability• may be easily distracted• may manipulate or control

For Use With All Students:• Use behavior management strategies.• Establish consistent classroom routines.• Set high academic and behavioral expectations.• Model mutual respect and positive behaviors.

For Use With Aggressive Students:• Seat in area of room with minimal distractionsFor Use With Withdrawn or Depressed Students:• Seat near front of room

For Use With Aggressive Students:• Avoid personalizing behaviors.• Prepare students prior to any change in routine.For Use With Withdrawn and Depressed Students:• Greet student each day• Use proximity control

For Use With Aggressive Students• Use “planned ignoring” for low-level, attention-getting behaviors.• Use “I Message.”• Use nonverbal cues to direct student behavior.• De-escalate problem situations by allowing “time out” for student.• Avoid power struggles and verbal arguments.For Use With Withdrawn and Depressed Students:• Allow for alternative forms of participation and response.• Use private rather than public forum for management, correction, or discussion.• Assign student to classroom and group responsibility.• Allow for partner work and activities.• Provide homework sheet or log book

Assessment:• Provide small group or one-to-one testing whenever possible.• Seat students close to the teacher.• Develop a system of nonverbal cues so that student can get help quickly to minimize frustration.• For a student who is depressed, check the students frequently and offer encouragement.• For a student who is obsessive/compulsive or a perfectionist, divide test into several distinct sessions in whichstudent has lots of time: do not allow student to return to a previous section

Specific learning disabilities are disorders in one or more of the basic psychological processes involved in understanding orusing language (spoken or written) which may manifest itself in an imperfect ability to listen, think, speak, read, write, spellor to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include children with learning problems that areprimarily the result of visual, hearing, or motor disabilities, of mental retardation, or cultural or economic disadvantage.Corpus callosum

The characteristics of students with Specific Learning Disabilities include but are not limited to the following:• Have average to above average cognitive ability.• Tend to have large gaps in academic achievement.• May have strengths in some areas while exhibiting strong needs in others.• Have difficulty completing assigned work within allotted time.• Tend not to ask for help when needed.• May be overly dependent upon direct support from adults

Specific Instructional Accommodations For Students With Learning Disabilities• Use a variety of multisensory approaches.• Organize and group steps in a process.• Allow additional time for written assignments.• Use tape reorder for reading and writing tasks.• Use computer-assisted instruction.• Write key points and words on the chalkboard or overhead.• Cue students to listen.• Provide directions in writing.• Post homework assignments and test schedules.• Provide assistance in note taking, i.e., copies of notes or note taking paper.• Encourage use of homework assignment book or calendar.• Maintain ongoing master list of assignments.• All test and class papers should be designed to provide lines for answers instead of leaving blank spaces.Non Coded StudentsStudents with Attention Deficit Disorder with or without hyperactivity (ADD/ADHD) and students with less severe attentionaldifficulties that negatively affect their ability to be successful in school.18Teachers Note: ADD/ADHD is not specifically included in IDEA, so it does not have an eligibility code. Some students withADD/ADHD may qualify as Other Health Impaired under special education rules. Other students with ADD/ADHD may beeligible for accommodations under Section 504 of the Rehabilitation Act of 1973.As defined by Harvey Parker and George Storm (Medical Management of Children With Attention Deficit Disorder),ADD/ADHD is a treatable disorder which affects approximately 3 to 5 percent of the population. Inattentiveness, impulsivity,and often times hyperactivity are common characteristics of the disorder. Boys with ADD outnumber girls by three to one

Non Coded StudentsStudents with Attention Deficit Disorder with or without hyperactivity (ADD/ADHD) and students with less severe attentionaldifficulties that negatively affect their ability to be successful in school.18Teachers Note: ADD/ADHD is not specifically included in IDEA, so it does not have an eligibility code. Some students withADD/ADHD may qualify as Other Health Impaired under special education rules. Other students with ADD/ADHD may beeligible for accommodations under Section 504 of the Rehabilitation Act of 1973.As defined by Harvey Parker and George Storm (Medical Management of Children With Attention Deficit Disorder),ADD/ADHD is a treatable disorder which affects approximately 3 to 5 percent of the population. Inattentiveness, impulsivity,and often times hyperactivity are common characteristics of the disorder. Boys with ADD outnumber girls by three to one

The characteristics of children with Attention Deficit Disorder includes but are not limited to the following:• difficulty sustaining attention• easily distracted by extraneous stimuli• fidget with hands and feet or squirm in seat: in adolescents this may be limited to subjective feeling of restlessness• blurt out answers to questions before the question has been completed• interrupt or intrude on others• lose things necessary for tasks or activities at school or at home• are forgetful of daily activities• have difficulty organizing tasks or activities• fail to give close attention to details or make careless mistakes

Environmental Accommodations:• Seat student near the teacher.• Seat student near a positive role model.• Stand near the student when giving directions or presenting lessons.• Avoid seating student near distracting stimuli, for example, an audible air conditioner fan or in a high traffic area.

Delivery of Instruction Accommodations:• Write key points on the board.• Allow students to tape record lessons.• Use computer-assisted instruction.

Student Performance and Behavior:• Pair student to check work.• Provide peer note taker.• Give extra time to complete tasks, especially for students with slow, laborious motor output.• Simplify complex directions.• Give assignments one at a time to avoid work overload.• Allow student to tape record homework assignments.• Allow typewritten or computer-printed assignments.• If reading is weak, provide additional reading time.• If oral expression is weak, accept nonwritten forms for reports (displays, oral projects).• Provide assistance with note taking, i.e., copies of notes or note taking paper.• Provide opportunity for seat breaks, for example, to run errand, etc.• Remind students to check over work if performance is rushed or careless.19• Provide peer assistance with organizational skills.• Assign special responsibilities to student in presence of peer group so they observe student in a positive light.• Call on only when hand is raised.• Look for signs of stress build-up and provide encouragement or reduced work load to alleviate pressure and avoidoutbursts.• Encourage student to have a notebook with dividers or folders for work.• Assign volunteer homework buddy.• Allow student to have an extra set of books at home.• Praise specific behaviors.• Use nonverbal signal to cue student to stay on task.• Ignore inappropriate behaviors not drastically outside of class limits.• Implement time-out procedures.

Assessment:• Mark student’s correct answers, not his mistakes.• Give take-home tests.• Allow students to give test answers on tape recorder.• Allow extra time for completing tests.• Require fewer correct answers to achieve goals.• Do not penalize for poor handwriting if visual-motor deficits are present.

Areas of Difficulty1. Not enough time to finish work.2. Difficulty in reading test.3. Difficulty with complicated directions.4. Difficulty with no given directions.5. Difficulty with transferring symbols onto correct blank on answer sheet.6. Confusion with double negatives.7. Confusion when too many choices presented in multiple choice or matching items.8. Difficulty with true/false questions.9. Difficulty with essay questions.10. Difficulty with multiple choice questions.11. Difficulty with vocabulary in test questions.

Suggested Accommodations1. Allow student to complete test next day or at another time.2. Ask student to circle words they don’t understand and define them.3. Keep directions simple.4. Include directions.5. Allow students to circle correct answers on original test.6. Avoid use of double negatives.7. Present limited choice of 3 or 4 answers in multiple choice.8. Use numbers instead of letters since many LD students confuse B’s and D’s.9. On matching questions, divide into two groups of five rather than one group often.2010. Avoid true and false questions.11. Star key essay question or questions. Ask student to answer key or starred questions and pro rate answers.12. List answers vertically rather than horizontally

1. Have child sit in the front of the room near teacher.2. Have child repeat directions to see if he understands them.3. Have another student or teacher read the directions to the child.4. Make sure the child understands word meanings.a Individual main words: summarize, etc.b Function words: between vs. beside5. If using longer words, use a simpler synonym that the child might be familiar with. The repetition of theconcept in more than one way is less redundant than repeating the same confusing directions over andover again.6. Have the child rephrase the directions in his own words.7. Monitor the child's work, ask him to show you what he has done when half completed and have him explainwhat he is doing.8. Break down the directions into a sequence of steps, number the steps, have the child complete thetask one step at a time.9. Use short complete sentences, especially when giving oral directions and pause between the delivery ofeach idea; avoid run-on sentences and ones that may sound too long.10. Utilize an academically stable student to help monitor this child's work or help explain directions to him.11. Teachers should be more visual in giving directions, show the child (children) exactly what will be expectedof them.12. Shorten assignments.13. Use the recess period once a week to brush up on basic math facts.14. Before each math lesson, put problems on the board to remind and reinforce carrying and borrowingprocedures. Do this every day for only 5 minutes.15. Make sure to analyze the errors in the child's work. Be sure you know why he is making the error.16. Use the board more, especially for auditorally oriented children who need a visual as well as auditory cue.17. Indoor recess can be used to utilize many kinds of listening games to help children to improve skills.18. Make check lists that the child can use to denote personal programa steps in directionb classroom schedulec assignment completiond image builder (special stars or marks for every time the child speaks up)e organization lists (materials needed for a specific subject)f staying in his seatg not talking

19. Give the child a piece of paper for his assignment and a piece of paper on which he is to doodle ortear up.20. Set strict standards on assignment appearances and stick to it.21. Mark the correct side of the paper with a small red “x” and have the child mark the rest of his papershimself.22. Check the child's work frequently; don't stay manned at your desk while the children work; walk around andspread encouragement.23. Have the child do two or three problems with you, tell him to do two on his own and then say you will beback to check his work.24. Explain to the child that he cannot monopolize all your time, that you understand his plight, and will try togive him as much time as you can, but to be patient.25. Do not force the child to answer if he does not want to even if you know he has the right answer.26. Have the child tell you the answer and then relate it to the rest of the class by saying "Johnny gave thecorrect answer which is ........," always give the child verbal credit.27. Require these children to write large; tell them that you want to see the tall letters reach from the bottom tothe top of the line; ask the child to skip lines between work; tell them it will make it easier for you to readtheir good work.28. Set the example yourself and use lots of direct eye contact; tell the child about their beautiful blue eyes.29. Put this child in the front or close to the front of the line so he does not lag behind.30. Ask him occasionally what time it is or what subject he has next.31. With written work, require him to fill the whole line.32. Encourage eye contact with games, stare me down for 15 seconds, etc.33. Time him to see how long it takes to get from place to place.34. Have the child do a shortened version of class projects.35. Give verbal rewards for being on time, handing in neat work, getting work in on time, sitting in his seat.36. Organize his desk with marked file folders.37. Never accept messy work.38. Always be consistent in terms of assignments - when they must be done and quality that will beaccepted.39. Make sure that all corrections are turned in on a separate sheet of paper.40. Make sure the uncommon child has a guardian angel (another student) to help him get through a daywhen the routine is changed.41. Have the child turn in work as soon as it is completed.

42. Never let late work extend further than one day if possible; have him do it during recess or free time ifnecessary.43. Have him check with you when half the work is completed to make sure he is doing it correctly andcompliment him when it is.44. Show him how to organize his work; you do an example; point out how one should space words, skiplines between answers, etc.45. Use graph paper for complicated math work; make sure he puts one number in each box.46. Write down steps needed to do assignment.47. Explain the use of an eraser and why he must use it.48. Make sure he only uses pencil for math work.49. Make check lists for the child of material that is to go home; get a parent to sign it if possible.50. Clean out his desk at least twice a week.51. Monitor him closely to be sure he isn’t putting down just any answer.52. When finished with assignment, ask him to tell you the main idea of the work or explain the processthat he used.53. Have him do all corrections during recess or free time.54. Explain that it is always easier to do it right the first time rather than doing it again on his own time.55. Do not allow him to do more than one assignment at a time unless it is checked.56. If he consistently errs, analyze the errors to see if he actually reads the material.57. Ask the student why he is always in a rush; find out why.58. If you are sure the student understands the work but continues to be inaccurate or messy, make himdo it again and again; do this a couple of times and he will get the message.59. Ignore disruptive behavior if possible; compliment him with a verbal and physical gesture when he isbehaving appropriately.60. Isolate his desk, but remember that he is there when he is not being disruptive.61. Use direct eye contact whenever talking to him.62. Give him a special project when he behaves well.63. Direct the children in the class when he is out of the room that his antics are not appropriate and thatyou need their assistance to help him control his behavior.64. Never fly off the handle: Dave lives off of teacher’s frustrations.65. Don’t give him an inch and always be consistent.66. Find positive consequences for him to develop the desire to be good.67. Tell him that you will not tolerate his disruptive behavior.

68. Don’t let him converse away from the subject at any time, especially in independent work times; he canspeak only of math at math times, etc.69. Say his name once in a while to see what he is doing.70. For a particularly disruptive student, sit next to him and use some sort of physical contact to calm himdown, help him with his work.71. Don’t worry about bruising his sensitive nature; he forgets quickly and rarely carries a grudge.72. Give him a place keeper for reading work.73. Have patience with him when he is under the weather.74. Have check lists to be used when work is completed.75. If he goes on an errand, make sure he has easy instructions for what he is to do.76. Time child for getting started – “Ten seconds to get your name on the paper.”77. Throw assignments away that are on the wrong side – but give warning before doing this.78. Have student recopy assignment (on own time) to correct side.79. Redo complete assignment.80. Do not accept scratch-outs – student must erase and correct.81. Keep him after school or during recess to redo assignments – if you keep him one or two times untilassignment is complete he will know that you mean business.82. Compliment him when he does look nice.83. Have the child stay after school and clean up desk to teacher’s satisfaction.84. Adjust assignment for short attention span.85. Make him follow classroom rules as everyone else.86. Set limit as to how many errors will be accepted; better yet, tell him how many right or correctresponses you expect (again make sure he understands the assignment first).87. If work is incorrect because he rushes through it, set up consequences and tell him in advance:a “You need to get 8 of these 10 problems correct or you will redo all.”b “You need to get 16 out of 20 correct or you will write out complete sentences during recess.”88. Limit number of questions student can ask about written or oral directions.89. Allow use of math grid for tables.90. Give visual examples, especially math.91. Have him construct a notebook, with only formulas and examples.92. Keep a teacher-made reference notebook in class.93. Have a student read tests to him.94. Have a student divide long term assignments into sections, setting a due date for each section.

95. Check with other teachers and compare subject matter that will transfer from one class to the next.Keep teaching strategies similar – such as metrics in science and math.96. Don’t allow student to isolate himself in the classroom.97. Try to check on him from time to time.98. Clean lockers regularly.99. Require student to keep daily assignment sheet.100. Have parents sign daily assignment sheet.101. Allow student to take test in resource room.102. Keep student after school that night for incomplete assignments. (This can be prearranged with mostparents – they are cooperative).103. Allow student to do every other problem.104. Have student keep folder organized – one folder for each subject.105. Make sure he in particular knows exactly what is expected of him and when it is due.106. If possible, cut his assignments but make sure he sticks to agreed-upon cut.107. Invite him into a morning or afternoon session to show concern; possibly involve parents by callingthem about such a session.108. Check to make sure his assignment is written down in a good place.109. When he begins his assignment, check to be sure he is on the right track.110. Give him extra time on a test.111. Say something like, “I personally do not care for behavior of this sort in my room. Please reserve it forelsewhere.”112. Put things in black and white – type of behavior that will be accepted and that’s it.113. In the area of values, use statements such as “Tell me how you would feel if it happened to you.”114. Say, “I care for you as a person. Though I may not like the things you do, I still care for you as aperson.”115. Make statements such as – “It seems to me you did or said . . . because you want my attention (otherstudents’ attention).”116. Make statements such as – “I see this as something at which you are good.”117. Refuse to let him play the shift-the-blame game; state facts or call him on it; if he says, “My mothersaid …” or “Mrs. Smith said …” say “When I talk to them this afternoon, I will ask them if that is whatthey said.”118. State expected short-term behavior and consequences; always follow through and always beconsistent.119. With parents, state facts – if possible never voice an opinion.120. Send notes home about materials that are needed.

95. Check with other teachers and compare subject matter that will transfer from one class to the next.Keep teaching strategies similar – such as metrics in science and math.96. Don’t allow student to isolate himself in the classroom.97. Try to check on him from time to time.98. Clean lockers regularly.99. Require student to keep daily assignment sheet.100. Have parents sign daily assignment sheet.101. Allow student to take test in resource room.102. Keep student after school that night for incomplete assignments. (This can be prearranged with mostparents – they are cooperative).103. Allow student to do every other problem.104. Have student keep folder organized – one folder for each subject.105. Make sure he in particular knows exactly what is expected of him and when it is due.106. If possible, cut his assignments but make sure he sticks to agreed-upon cut.107. Invite him into a morning or afternoon session to show concern; possibly involve parents by callingthem about such a session.108. Check to make sure his assignment is written down in a good place.109. When he begins his assignment, check to be sure he is on the right track.110. Give him extra time on a test.111. Say something like, “I personally do not care for behavior of this sort in my room. Please reserve it forelsewhere.”112. Put things in black and white – type of behavior that will be accepted and that’s it.113. In the area of values, use statements such as “Tell me how you would feel if it happened to you.”114. Say, “I care for you as a person. Though I may not like the things you do, I still care for you as aperson.”115. Make statements such as – “It seems to me you did or said . . . because you want my attention (otherstudents’ attention).”116. Make statements such as – “I see this as something at which you are good.”117. Refuse to let him play the shift-the-blame game; state facts or call him on it; if he says, “My mothersaid …” or “Mrs. Smith said …” say “When I talk to them this afternoon, I will ask them if that is whatthey said.”118. State expected short-term behavior and consequences; always follow through and always beconsistent.119. With parents, state facts – if possible never voice an opinion.120. Send notes home about materials that are needed.

145. Encourage the child to participate in board and other games in the room. It may help the child feelmore relaxed.146. If possible, arrange a special time with the art teacher. This child may often respond here better thanother places.147. Set up a point system for a specific behavior – using special project or times as earned reward.148. If possible, involve the child in a special physical education activity or other program to work on grossand fine motor difficulties.149. Make him a special helper, to carry things, rearrange desks, etc.150. Talk with the parents. Have a check sheet for things he works on at home and keep a point sheet atschool.151. Have compensatory teacher work on areas of special difficulty.152. If possible, arrange with music, art, or physical education teacher to involve him in a special activitythat would help him improve his skills.153. When possible, be very frank with the child, pointing out to him the realities of a given situation. Thiswill need to be done more than once.154. If possible, try to talk to one or two of the more understanding students in the class to befriend himoccasionally.155. Give him auditory clues, but try to gradually reduce the number of clues you give him.156. Have him read a phrase silently then tell you what it said, work up to a sentence, then a paragraph.157. When he makes an error, have him go over it and see if he can recognize his error.158. During indoor recess or free time try to encourage him to work with simple puzzles, paper cutting,coloring, mazes, dot-to-dot, block designs, art activities, either with another child or you.159. Find out from parents if he really has a physical problem and if possible, set specific times for him touse the washroom, etc.160. If possible, keep him in a small reading or math group in which extra practice could benefit the wholegroup.161. Try to watch him and be aware of when he wants to speak. You may even set up a system with himwhereby he can cue you if he wants to say something, then cue him as he’s speaking his answer.162. Cue him with letter sounds or word beginnings when he is speaking to the class.163. If possible, work with him practicing what he wants to say.164. Have him read from something written down after he has practiced.165. Encourage him to play games which would allow him to speak, rhyme words, use correct grammar.166. Recommend him for speech therapy or ask for suggestions from speech therapist.167. Use an occasional indoor recess time to go over areas of difficulty, possibly in game form.168. Ask compensatory teacher for special help worksheets he could work on in the classroom.

169. Send child on an errand you are certain he can handle.170. Have child tell you what he did last night, over the weekend.171. Encourage oral language activities.172. Have child listen to simple riddles then ask him to answer them.173. Encourage simple memory games with the child actively participating by following directions.174. Read short stories followed by questions dealing with the details, sequence, main idea, inferences, anddrawing conclusions.175. Encourage structured activities at recess such as hopping games, walk a straight line (forwards,backwards, and sideways), ball bouncing, etc.176. Have child work on copying geometric figures using rubber bands, cards, blocks, etc.177. Encourage games such as dominoes, playing cards (making suits, pictures, numbers, sets), letterbingo, etc.178. Encourage games of matching, sorting, tracing of letters and words.179. Use tapes and records of sounds, words, stories, etc.180. Start by giving simple oral directions and progress to more difficult ones.181. Have him do one or two problems with you each day involving the difficult process.182. Use visual aids with him concurrently with the numerical symbols.183. Ask him to count for you.184. Ask him occasionally what time it is.185. Have him count out real money to you.186. Discuss prices, distance, basic measurement with the class, possibly in a social studies or scienceunit.187. Let him and another child give each other flash cards.188. Encourage math games.

Georgia is a Race to the Top state. Gainesville has integrated its efforts to create asystem of learning supports into the strategic plan they had previously adopted to meetGeorgia’s Race to the Top initiative. Although the district’s existing strategic plan wasaligned to the state’s Race to the Top initiative, the district was able to find a commonpoint around which to build the learning supports, thus allowing for the easy integrationof a learning support component alongside the existing management and instructionalcomponents. The strategic plan contained four goals for on-going systematicimprovement:Goal 1: To improve student achievement and learning outcomes;Goal 2: To improve stakeholder involvement and satisfaction;Goal 3: To improve organization and instructional effectiveness;Goal 4: To improve financial performance.There is a district team working on each goal, but Goal 3 is the driver for the system oflearning supports. As stated in the district plan, the main task of the learning supportteams is to “support students by addressing barriers to learning. We will identify barriersto learning and align our support systems to address those barriers and, thus, improvestudent performance.” The district strategic plan is also aligned to the federal frameworkfor school improvement, which facilitates the district’s ability to comply with federalrequirements.The work of the Goal 1 team (“Academic Standards, Assessments and Data”) is directlyaligned to the learning supports. These are the core teams to improve learning. As Dr.Dyer noted:The work that impacts change comes out of groups 1 and 3. These teams haveoverlapping functions. The work that each team does supports and inflfluencesthe work of other teams. This is the learning supports model. The overlapping isneeded to ensure that no work is isolated. The better we get at this, the betterwe will all function in all three [components]. The overlap better develops thesystem of learning supports. I believe that this is the key factor that makes youcognizant of the team and not a hierarchy.