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I teach a small resource math class (Pre-Algebra) to 13 high students. Most are freshman and sophomores and have IEP's. There is a student in that class that needs more support than others, therefore I have come up with different ways to help him access the curriculum and complete his work in an engaging and motivating manner. This student has a short attention span and a short-term memory therefore he needs extra help. One way that I have tried to help this student is by offering him 1 on 1 support. Since I have a small class it allows me to individually work with each student during our 1.5 hour class period. So far the 1 on 1 support has been helping but as soon as I walk away to help another student, he will automatically get distracted and turn his attention elsewhere. Another thing that I have tried are several accommodations. One accommodation that I have tried is extended time on homework and preferential seating. The preferential seating has worked just fine, I have since paired up the student with someone who has a good grade in the class. But the extended time on HW has not worked out that well. The student does not take advantage of the extra time he has to complete work. Another way I have tried to help the student is through modifications. I have been grading on a curve to help him pass this class. Also, I have tried to reduce the amount of questions when given an exam. I think that shortening assignments and exams will help him stay focused and complete his work in a timely manner. Another way that I have tried to help my student is through frequent checking for understanding. I think it is very important to pause during lessons and see if the students are still onboard and not lost. Checking for understanding seems to be helping the student focus and stay on task. Lastly, another way that I have been trying to help the student is through scaffolding. This method has been working great when I have one on one support with the student. Scaffolding allows the student to be engaged and focused during class. Scaffolding works great especially for math because it helps the student understand the curriculum at an easier pace. Overall, I had to go through trial and error to find out what works best for my student.

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Gaby Flores :

Planned Supports for My Focus Learner

For this assignment, I want to talk about a sixth-grade student I supported during my student teaching, who also happened to be my Focus Learner for edTPA. He has an IEP with a reading comprehension goal and reads about two grade levels below. He struggles the most with identifying the main idea and supporting details in a text, and it’s clear that when tasks aren’t broken down for him, he gets overwhelmed quickly. His accommodations include small group instruction, extended time, visual and verbal supports, and graphic organizers. I’ve seen firsthand how much more successful he is when supports are intentional and consistent.

Here are three planned supports I’ve used with him that really made a difference:

1. Graphic Organizers (Scaffolding)
This was probably the most effective support I used. I gave him a graphic organizer for every reading task, especially when we were working on main idea and supporting details. I even made sure they were bilingual—English and Spanish—since I know he sometimes confuses similar-sounding words. The organizer helped him focus and gave him a clear layout to follow. Instead of staring at a blank page, he had structure, and little by little, he began completing them with less help. I could see his confidence grow because he knew what to expect and how to approach the assignment.

2. Small Group Instruction with Prompts (Accommodation)
He did much better when I pulled him into a small group. He was way more open to asking questions and participating, especially when he wasn’t worried about the whole class watching. I used prompting and sentence starters to help him express his ideas. Breaking down the instructions and giving reminders helped him stay on track. The smaller setting gave me time to really support him step-by-step, and he wasn’t afraid to try even if he made mistakes.

3. Self-Monitoring Checklist with Positive Reinforcement (Behavioral Support)
We also worked on helping him become more independent with a checklist. It included simple things like, “Did I answer the question?”, “Did I ask for help?”, or “Did I take a break if I needed one?” He liked checking things off—it gave him a sense of accomplishment. I also paired this with a little reward like a short break or choosing a preferred activity when he finished everything. This kept him motivated and helped reduce his frustration during longer assignments.

Overall, these supports weren’t just things I grabbed randomly—they were chosen based on what I knew about him and what I observed worked best. My goal was to make the content feel more accessible and help him feel successful, not just complete the task. These strategies helped him engage with the material in a way that felt manageable and meaningful.

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What planned supports, (scaffolding, accommodations, modifications) have you used/will you use to support your student in accessing their curriculum and completing their work in an engaging and motivating manner?

The planned supports I will be using with my focus learner for scaffolding are; chunking, visual aids, and pre-teaching vocabulary and concepts. I plan on chunking one of the lessons into three individual lessons. The reason for this is that my focus learner has ADHD and struggles with memory retention, so chunking will help him have enough time to take it one step at a time and not feel rushed. Chunking will prevent the student from having information overload which can cause the student to shut down or begin displaying unwanted behaviors. I will incorporate visual aids to help the student access his prior knowledge to associate the picture with the vocabulary word. Because my focus learner struggles with memory retention, pre-teaching the vocabulary words and concepts will help him understand what the lesson is about. It will also help with student engagement since the lessons are catered to his interests.

For accommodations, I will provide frequent breaks, provide extended time, and fidget tools or snacks when needed. Students with ADHD require frequent breaks and my focus learner has “breaks when needed” as an accommodation in his IEP. The student also has extended work time for lessons, which means I will give him extra time to answer the questions and work on his assignments. Offering students with extended time to finish tasks will help reduce the students' stress levels and give him time to retain the information. This particular student likes to eat when working as a motivator which is also in his IEP, therefore I plan to incorporate that during my lesson.

For modifications, I will provide simplified instructions so the student understands what is expected during the lesson. For example, I added words the student already knew to the vocabulary list to make the lesson less intimidating for him. The vocabulary lesson includes large words that the student might find challenging at first sight but when he sees words he already knows he can feel motivated.  I can also provide the student with a checklist to help him remember what is next and keep track of what he has finished.

To help the focus learner stay motivated I will create the lesson according to the student's interest. I will give the student verbal praise when he has accomplished a task and reinforcement when he needs motivation. I  will also provide the student with a choice board so he knows what he can expect at the end of the lesson. The student will receive a prize when he has received all the stars at the time of the task. Providing the students with rewards such as 10-minute breaks on the chrome book, drawing or reading will give the students a goal to work towards.

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Supporting students in their learning journey means making sure they can access the curriculum in ways that feel engaging and motivating. To do this, I use a combination of scaffolding, accommodations, and modifications to meet their needs. Here are three specific strategies I’ve implemented (or plan to implement) and why I think they’ll make a real difference for my students.

Differentiated Instruction: Every student learns differently, so a one-size-fits-all approach just doesn’t work. Differentiated instruction allows me to adjust how I teach and assess based on individual learning styles and abilities. This might mean offering different reading levels of the same text, using audiobooks for struggling readers, or giving students a choice in how they demonstrate their understanding—whether through writing, presentations, or creative projects.

For example, in a language arts lesson, I might provide guided notes for students who need extra structure, while allowing others to take their own notes. This ensures that all students can engage with the material in a way that makes sense for them. It’s a flexible, inclusive approach that keeps students motivated and working at their best.

Scaffolding with Graphic Organizers: Scaffolding is all about providing the right level of support so students can tackle challenging concepts without feeling overwhelmed. One of my favorite scaffolding tools is the use of graphic organizers. They help students organize their thoughts, make connections, and better understand complex ideas.

In a history class, for example, I might use a cause-and-effect chart to help students analyze historical events, or a Venn diagram to compare and contrast different concepts. These visual tools make abstract ideas more concrete and manageable. Over time, as students gain confidence, I gradually reduce the level of support so they can work more independently.

Assistive Technology & Multi-Sensory Learning: Technology can be a game-changer for students who need extra support. Tools like speech-to-text software, text-to-speech readers, and interactive learning apps help remove barriers and make learning more accessible.

For instance, in math, I might use interactive software that lets students manipulate virtual objects to reinforce key concepts. For students with dyslexia, text-to-speech tools allow them to access content without the frustration of struggling through long passages. By incorporating movement, visuals, and auditory elements, I can keep students engaged while catering to different learning styles.

At the end of the day, my goal is to create a classroom where every student feels supported, challenged, and excited to learn. By using differentiated instruction, scaffolding with graphic organizers, and assistive technology, I can help my students access the curriculum in ways that work best for them. These strategies make learning more engaging and set students up for success—both in the classroom and beyond.

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Prompt: What planned supports, (scaffolding, accommodations, modifications) have you used/will you use to support your student in accessing their curriculum and completing their work in an engaging and motivating manner?

For my focus learner, who has Autism, the planned supports that best support this student’s needs are: by providing reinforcers (candy, chips, etc), making the lesson short (20 minutes total), breaking down the lesson step by step and using student-friendly language, using first-then language really helps and motivates this student to complete their work. He also enjoys positive praises. Another great strategy that really helps my focus learner to be engaged is: for example, first work, then earn drawing time. This student really enjoys drawing. In addition, prior to starting a lesson, it is always best to set clear expectations; that way the student is aware of what to expect from the lesson. Typically, I usually will inform my focus learner what we will be doing/learning. Another strategy that also helps is by setting a timer. This student enjoys learning as well.

Name three evidence-based planned supports you have implemented, or would like to implement in the future, and discuss how you think these would be relevant to your student based on your context of their capabilities and their academic achievement/listed accommodations and modifications.

The three evidence-based planned supports I have used with my focus learner are: Prompting, reinforcement, and modeling, which have all been really successful. One lesson that I did with my focus learner was about a news article about Black History Month, with a followed up short WH questions and visual symbol pictures from News2you. The student did extremely well. One question asked when is Black History month and each question were all multiple choice; which helps the student to think and decide which answer to choose. Each question only consist of 3 short questions and I am hoping to eventually to try to get this particular student to be able to answer more/longer questions.

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For my focus learner, a sixth grader with a reading comprehension and spelling goal who is currently reading at a fourth-grade level, I plan to use a mix of scaffolding, accommodations, and modifications to help them access the curriculum in an engaging and motivating way. Since the student is working below grade level, I need to ensure they are challenged without feeling overwhelmed.

Planned Supports:

1. Graphic Organizers for Reading Comprehension
One evidence-based strategy I use is graphic organizers, like story maps or cause-and-effect charts, to help break down texts in a structured way. This helps the student visualize key story elements, make connections, and organize their thoughts before responding to comprehension questions. Since they are reading at a fourth-grade level, these tools provide support without oversimplifying the content. I would also incorporate guided questioning to ensure they actively engage with the text rather than passively reading.

2. Multisensory Spelling Strategies
For spelling, I want to implement multisensory strategies, like Say-Tap-Write, where the student says the word, taps out each sound, and then writes it down. Another strategy I would use is color coding vowel patterns and tricky letter combinations to help them recognize spelling rules. Since spelling can be frustrating, I would also reinforce small successes with positive reinforcement to build confidence.

3. Audiobooks & Text-to-Speech Technology
To support both comprehension and spelling, I plan to integrate audiobooks and text-to-speech tools. Listening to the text while following along helps with fluency and comprehension, and seeing words highlighted can reinforce spelling patterns. This is especially useful when reading longer or more complex texts, so the student can focus on understanding the content rather than getting stuck on decoding unfamiliar words.

Relevance to My Student:

These supports are tailored to their current academic level and IEP goals. The graphic organizers give them structure for comprehension, multisensory spelling strategies help reinforce tricky words in a meaningful way, and technology tools allow them to engage with grade-level texts without feeling discouraged. By combining these approaches, I can help the student access their curriculum in a way that keeps them motivated and progressing toward their goals

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1. Kait Rasmussen

Uses visual, auditory, and kinesthetic learning (e.g., tracing letters in sand, tapping out sounds, color-coding digraphs).

Helps Megan differentiate letters/sounds and improve reading fluency.

Sorts words into b/d, digraphs, and vowel patterns using picture cues.

Uses Elkonin boxes and word maps to reinforce patterns.

Builds confidence and pattern recognition.

Uses speech-to-text, text-to-speech, and vowel/digraph flashcards.

Implements a self-checklist to track b/d differentiation and vowel sounds.

Encourages independent learning and self-correction.

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Chris Bray

In my classroom, I use a variety of planned supports to help students succeed. These supports are designed to meet the individual needs of students who may need extra help with learning. Some common supports used in class include rotations, breaks, fidgets, wiggle cushions, extra time with work, manipulatives, speech to text, text to speech, visual reminders, and simplified instructions.

One of the supports used a lot in my classroom is rotations. This involves students moving from one activity to another. We have built in five stations for both our math and our ELA blocks. The rotations are fifteen minutes each and help to keep the kids focused because they know even if their bored they will be moving on to another type of work soon enough and they just need to stay focused for a few minutes more. Rotations help keep students engaged by changing their focus, making learning more interactive and fun. It also gives students the chance to work in different settings, such as one-on-one or in small groups, which can be beneficial for students who may struggle in larger settings or need a little extra face time (direct instruction) to really begin to understand a concept

Breaks are another important support. Taking short breaks during lessons can help students who may get overwhelmed or lose focus. These breaks allow students to rest and reset before returning to their tasks. Breaks help students manage their energy and reduce frustration, allowing them to stay focused for longer periods of time. I have a specific student that excels when you allow him one break taken at his choice when he's getting overwhelmed or too frustrated.

Fidgets and wiggle cushions are tools used to help students who have difficulty sitting still. Fidgets are small objects that students can manipulate with their hands, while wiggle cushions are inflatable cushions that students can sit on to move around a bit without disrupting the class. These supports help students who have a lot of energy or need to move in order to focus on their work.

Students in special education (even more than gen ed kids) may also benefit from extra time with work. This support gives students more time to complete tasks, which can help reduce stress and allow them to fully understand the material.

Manipulatives are physical objects, like blocks or counters, that students can use to help them understand math concepts or other subjects. By physically handling these objects, students can better grasp abstract ideas.

For students who struggle with reading or writing, speech to text and text to speech are useful tools. Speech to text allows students to speak and have their words converted into written text, while text to speech reads written text aloud. Both tools support students with different learning needs, making reading and writing tasks easier.

Visual reminders and simplified instructions help students understand and remember key information. Visual reminders might include pictures or charts that highlight important points or when certain things will be happening throughout the day, while simplified instructions break down tasks into smaller, more manageable steps.

The supports all work together to create a learning environment where every student can succeed.

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To support students in accessing their curriculum and completing their work in an engaging and motivating manner, I plan to implement three evidence-based strategies: differentiated instruction, the use of technology and interactive tools, and positive behavior support. These strategies are designed to cater to the diverse needs of students and enhance their learning experiences.

First, differentiated instruction is a teaching approach that involves tailoring educational practices to meet the individual needs of students. This can be achieved by varying the content, process, products, or learning environment. For example, I can provide different reading materials based on students' reading levels, use various instructional methods such as visual aids, hands-on activities, and group work, and offer multiple ways for students to demonstrate their understanding, such as through projects, presentations, or written assignments. Differentiated instruction is relevant because it allows students to engage with the material at their own level of understanding and pace. This approach ensures that tasks are appropriately challenging, preventing frustration or boredom and keeping students motivated.

Second, incorporating technology and interactive tools into the classroom can significantly enhance student engagement and accessibility. Educational apps, interactive whiteboards, and online resources can provide alternative ways for students to access the curriculum. For instance, using educational apps can make learning more interactive and enjoyable, while online resources can offer additional support and practice opportunities. Interactive whiteboards can facilitate dynamic and collaborative learning experiences. This approach is particularly beneficial for students who struggle with traditional methods of learning, as technology can provide personalized and adaptive learning experiences that cater to their unique needs. By making learning more fun and engaging, technology can help maintain students' interest and motivation.

Third, positive behavior support (PBS) is an evidence-based approach that uses positive reinforcement strategies to encourage desired behaviors and academic performance. This can include setting clear expectations, providing regular feedback, and rewarding positive behaviors. For example, I can create a classroom reward system where students earn points or tokens for demonstrating positive behaviors, which can be exchanged for small rewards or privileges. PBS helps create a positive learning environment where students feel supported and motivated to succeed. It is particularly effective for students who need additional support in developing positive academic and social behaviors.

In conclusion, by implementing differentiated instruction, the use of technology and interactive tools, and positive behavior support, I aim to create a more inclusive and motivating learning environment. These strategies will help cater to the diverse needs of students and enhance their overall learning experiences. As a student teacher, I am committed to using these evidence-based supports to ensure that all students can access the curriculum and achieve academic success.

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Initial response: Asha Kalia

I support my focus learner in accessing the curriculum and completing their work in an engaging and motivating way, I have implemented several planned supports:

Scaffolding:
I use visual schedules and step-by-step instructions to break down complex tasks into manageable parts, helping the student understand and navigate the learning process. Additionally, I offer 1:1 support to provide individualized assistance when needed.

Accommodations:
To ensure the student can focus and engage effectively, I provide extra time on assignments, minimize distractions in the classroom, and allow for flexible seating. I also incorporate assistive technology to support communication and learning needs. Breaks are provided to help manage attention and prevent frustration.

Modifications:
I modify assignments by offering alternative formats, such as graphic organizers instead of written responses, to better suit the student's communication and processing abilities.

Motivational Supports:
To keep the student engaged, I incorporate their interests (such as animals, play dough, colored blocks, or bears) into lessons. I use frequent, specific verbal praise and offer edible reinforcers as positive reinforcement to acknowledge their effort and progress.

These supports are designed to create an inclusive and supportive learning environment, ensuring the student stays engaged and successfully completes their work.

Based on my focus learner's needs, three evidence-based planned supports I have implemented:

1.     PECS (Picture Exchange Communication System):
Since my focus learner uses PECS to communicate, I have implemented this system to help them express their needs, preferences, and responses during lessons. This support is essential for a learner with limited verbal communication abilities, as it provides a structured way for them to engage and participate. By using PECS, I ensure that the student can express themselves clearly during academic tasks, which makes learning more accessible and meaningful for them.

2.     Task Breakdown (Chunking):
To support the student, I break down tasks into smaller, manageable chunks. This approach helps them focus on one task at a time, reducing overwhelm and fostering a sense of success. Presenting information in chunks allows the student to process the content more effectively, helping them stay engaged and avoid frustration while completing assignments.

3.     Edible Reinforcers with Visual Cues:
To motivate and reward my focus learner, I use edible reinforcers along with visual cues. Since the student requires visual reinforcement, I incorporate a visual system, such as a chart or token system, alongside edible rewards. This combination ensures consistency and clarity, and it helps the student understand the connection between their behavior and the rewards. The use of visual cues supports the student's understanding of expectations and increases motivation.

These supports are highly relevant to my student based on their communication needs, the need for task structure, and their reliance on visual and sensory reinforcement, ensuring that learning is more effective and engaging for them.

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Imya Price:

Here are some things I used:

Some planned supports I have used already are visual aids within a unique powerpoint I designed for a daily schedule that helps the class stay organized and punctual-I even incorporate pictures or videos on each slideshow to help students understand where we are at on the schedule

For example, I use timers that are creative and engaging such as a hamburger timer and when the timer is up the timer will make an explosive noise similar to one in Spongebob. This keeps my students motivated when it comes to transitioning

I even came up a fun engaging classroom rule powerpoint where they would watch clips of rules and earn stars throughout the day on the whiteboard and once they reach 5 stars they earn a lollipop at the end of the day

It also includes hand signals that they use to communicate with me as well as staff during class if they need to something such as sharpen a pencil, bathroom, water, etc

I also utilize fun manipulatives during curriculum to keep the instructional time during my centers more fun and easier to learn-it’s been successful-each table is 12 mins long

I also keep IEP academic goals on a clipboard where they get checked off daily to see if their goals have been met.

The powerpoint also consists of fun visuals that include videos of cartoons mimicking the rules for my classroom

I even implemented individual star charts for each of my students that are positive reinforcers for the entire week and they turn it in on thursdays where they will receive a prize on fun friday for earning all their stars.

For Scaffolding:

•    Chunking assignments into smaller steps with clear directions.

•    Graphic organizers to help with writing, reading comprehension, and problem-solving.

•    Sentence stems and word banks for structured responses.

•    Visual aids and anchor charts to reinforce key concepts.

•    Guided practice with gradual release (I Do, We Do, You Do).

•    Pre-teaching vocabulary before introducing new content.

•    Hands-on activities and manipulatives for abstract concepts.

•    Modeling and think-alouds to demonstrate problem-solving.

Here are supports I plan to use:

For Accommodations:

•    Extended time for assignments and assessments.

•    Alternative response options (verbal, typed, visual, multiple-choice).

•    Preferential seating to minimize distractions.

•    Frequent breaks for students who need movement.

•    Audio or text-to-speech tools for students who struggle with reading.

•    Checklists and planners to help with organization.

•    Modified assignments with adjusted complexity or length.

•    Use of fidgets or sensory tools for students needing self-regulation.

•    Choice boards to allow students to pick how they demonstrate understanding.

For Engagement & Motivation:

•    Gamification (learning through games, earning points/rewards).

•    Project-based learning with real-world connections.

•    Student interest surveys to incorporate their passions into lessons.

•    Collaborative learning (peer tutoring, small groups).

•    Technology integration (interactive apps, videos, virtual simulations).

•    Positive reinforcement (praise, incentives, class economy).

•    Personalized learning goals with student input.

•    Incorporating movement (brain breaks, standing desks, action-based learning).

•    Creative expression (art, music, drama, storytelling).

For Notifications & Communication:

•    Daily/weekly progress updates via email, apps, or notes home.

•    Reminders and visual schedules for tasks and deadlines.

•    Cueing systems (verbal, visual, or hand signals) to redirect focus.

•    Check-ins with students (one-on-one conferences, goal-setting meetings).

•    Parent communication tools (Talking points).

•    Peer accountability partners for collaborative support.

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Jackie Reotutar

In my K-2 Highly Structured Autism Special Day Class, I focus on structured, systemic, and engaging approaches to support my students in accessing their academic independence. Scaffolding, accommodations, and modifications are highly needed for the diverse need of me students to promote engagement, motivation, and academic growth. Such planned supports I have implemented and plan to implement for my students to reach their highest potential are:

1. Visual/Structured Schedules

I use visual schedules, PECS, and task strips to provide clear, step-by-step guidance throughout the school day. These supports my students understand expectations, transitions, and task sequences. Many of my students have benefitted from structured routines as they struggle with processing verbal instructions alone. Visual supports reduces anxiety, improve independence, and promote understanding of expectations.

2. Multi-sensory Instruction for Phonics and Counting

I include multi-sensory learning strategies, such as hands-on manipulatives, movement based activities, and auditory cues to teach primary/basic skills like phonics and counting. For example, I use counting cubes/bears, number songs, finger tracing, and interactive games to reinforce the concept of the lesson. Many of my student require tactile and active engagement to grasp the learning experience and concepts. Multi-sensory manipulatives is an effective strategy for students that struggle with learning disabilities. Whereas movement based learning promotes active engagement and memory retention needed for learners who struggle with attention and motivation.

3. Technology Instruction Integration

I have tried to incorporate adaptive learning technology such as i-Ready and star fall. Only a few are able to sit and be engaged. Those who are not able to engage as long would have a educational visuals/videos. Many of my students have IEPs that outline accommodations for differentiated pacing and alternative response. Technology allows for customized instructions that meets a student's skill level while providing instant feedback. I believe this increases their engagement and motivation especially those that require additional reinforcement and alternative means of communication.

By implementing these planned supports would create an engaging and structured learning environment that promotes motivation, independence, and academic growth. It also supports the my students regardless of their abilities, they can access the curriculum at their pace and reach their full potential.

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One of my students is a second grader who is extremely smart, well spoken (for a second grader) and very caring. He is at grade level for math, however due to his learning disability he struggles with reading and writing. For him to be successful, planned supports are a necessity. One planned support I use for him is text to speech. When he is working on the computer, I ensure that he has access to this feature on whichever app he is using including our intervention program Imagine learning, and district assessments. When he is not working on the computer and he has to read a text or directions or word problems during math, I pair him with another student who can assist him. This peer assisted learning is an excellent support because it allows my student with a learning disability to access the curriculum and complete the task through peer collaboration. It provides him support tailored to his individual need while building confidence, strengthening his social skills and enhancing his motivation. Another planned support I provide my student is visual supports. I have visual aides all around my classroom including alphabet letters with a picture of something that starts with that letter. Color words with objects that are that color. Number posters with the word, number and number of items on it. I also have math and ela posters up that support the concepts we are learning at the time. All of these supports help my student understand content without having to rely on his reading skills because there are pictures provided to help him understand the content represented by the poster. Seeing the information provides him a more accessible way to learn compared to reading the text alone. When he is writing he can refer to these posters to assist him with spelling certain words correctly. Although he struggles with decoding, having the word still present on the visual helps him to connect the written word with its meaning which makes it easier for him to understand and remember later when he sees the word again. Having him take in the whole word with the picture essentially is a form of mental imagery which can support him with his visual reading processes. Although he still struggles with reading and writing, I have seen a tremendous amount of growth and his self esteem has improved a lot since being provided with the above mentioned supports.

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To support my focus learner in accessing the curriculum and completing her work in an engaging and motivating was, I have implemented three planned supports that are tailored to my student’s specific needs. My student struggles with behavioral challenges, including eloping from class and becoming disruptive, so it is important to use strategies that provide structure, motivation, and redirection.

The first planned support I use is the First-Then System. This strategy helps keep my student on task by clearly outlining what she needs to do before she can access a preferred activity. For example, I might say, “First, complete this worksheet, then you can have 5 minutes of iPad time.” By presenting tasks in this structured way, she knows exactly what is expected and has a clear incentive to stay focused. This system helps minimize resistance to work and makes transitions smoother. It also reinforces the idea that effort leads to rewards, which encourages her to engage with her assignments.

Another evidence-based support I use is a Token Board System. This strategy allows my student to earn small rewards for completing tasks and demonstrating positive behaviors. Each time she follows directions, stays in class, or completes an assignment, she earns a token. Once she collects a set number of tokens, she can trade them in for a reward of her choice, like listening to music or playing with a preferred toy. The token board provides a visual way for her to track progress, which helps keep her motivated. It also allows me to reinforce positive behaviors in a structured and consistent way. This reduces the likelihood of disruptions and elopement.

The third planned support I use is Planned Breaks for Redirection. Since my student struggles with staying on task and can become overwhelmed, I incorporate short, structured breaks into her day. These breaks give her time to rest and regulate her emotions before getting back to work. If I notice signs that she is becoming restless or frustrated, I prompt her to take a short movement break or engage in a calming activity, like using a fidget tool. I allow her to step away from work when needed, which helps prevent behavioral escalations and ensure that she is in the right mindset to continue learning.

These three planned supports: First-Then, Token Board, and Planned Breaks, are essential in helping my student stay engaged, motivated, and successful in the classroom. They provide structure while also giving her flexibility and encouragement she needs to access her curriculum in a way that works best for her.

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Bibi Hajirah-Initial Post:

One of my students last semester had an IEP for autism. His IEP stated that he should be paired up with a strong peer buddy and sit in the front so that he can access the content better. Seeing as our curriculum (i-Ready) was student-centered, there were a lot of opportunities for partner/group work and I knew that this student would benefit from peer assistance. Therefore, one of the evidence-based planned supports I implemented was having him sit with someone who was not only “good” in math, but also someone who was strong at communicating and had a growth mindset so even when they were stuck, they still attempted the problem and learning occurred.

Another statement mentioned in the IEP was that he was allowed to have brain breaks and that they were necessary for him to better regulate his emotions, so he would not throw a tantrum. This kiddo loves taking snack breaks or being able to draw on his Chromebook. Those were his preferred activities and at the beginning of the semester, it was difficult for him to transition between those breaks and the work that needed to be done for the class. That is why the 2nd evidence-based planned support I implemented was visual timers/sticky notes. My student struggled to stay focused in class and one way I motivated him was by reminding him that a brain break was coming, but what really helped him was when I placed a sticky note on his desk telling him how much time he had to spend on the task to earn a break and that he was doing great! Praising him and visually showing him the amount of time he had left on a timer allowed him to stay motivated because he knew that the only way he could get a break was if he deserved it. I also gave him a fidget toy because I noticed sometimes he would get anxious and get out of his seat.

Lastly, on his IEP it was told that teachers should not only chunk information but also provide extension time for completing assignments. One of those assignments was the number of iReady MyPath lessons students had to pass. To earn a 4, each student had to pass 3 i-Ready lessons and complete notesheets by the end of the week. However, the 3rd planned support I provided for him was that as long as he passed the total number of lessons needed by the end of the semester, he would get points for that part, each week (not be penalized), and he would receive a template of a note sheet that had less sections to fill in than the other students.

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Diana Anguiano Hernandez-RSP To assist my students in accessing their curriculum and completing their work in an engaging and inspiring manner, I have chosen three evidence-based planned supports that I have used or would like to adopt in the future. These interventions are tailored to my students' specific requirements, particularly in mathematics, where they require additional assistance in learning word problems and determining if they contain addition, subtraction, or division. The student sometimes benefits from direct instruction, but if a subject is understood, they can work alone. We use an organized method in which the student works first with teacher guidance, then independently, with continual feedback to address misunderstandings.

1. Graphic organizers for Word Problems

One of the aids I intend to employ is the use of graphic organizers built expressly for word problems. These organizers assist students in breaking down problems into smaller, more manageable steps, such as identifying relevant information, determining the operation (addition, subtraction, or division), and setting up the equation. According to research, graphic organizers improve comprehension and problem-solving skills by visually representing information. A problem-solving mat or the CUBES approach (circle key numbers, underline the question, box significant words, eliminate additional information, solve, and check) would be useful for this learner. This organized support allows the student to approach challenges systematically rather than feeling overwhelmed.

2. Scaffolded instruction with manipulatives and visual aids.

Scaffolded training with manipulatives and visual aids is another important source of support. The student benefits from a hands-on approach, which is consistent with research showing that using concrete materials helps boost mathematical knowledge. To emphasize addition, subtraction, and division ideas, I use number lines, counters, and base-ten blocks to visually demonstrate operations. Initially, I model the problem-solving method, then guide the learner through similar challenges with diminishing amounts of assistance until they can solve problems on their own. Using manipulatives allows students to visually visualize the relationship between numbers and operations, which aids in their understanding of abstract concepts.

3.Frequent Check-Ins and Immediate Feedback Given that the student benefits from direct guidance at times, I implement frequent check-ins and provide immediate feedback to ensure their understanding. During independent practice, I circulate and ask guiding questions to check for comprehension. If the student solves a problem incorrectly, I prompt them with questions rather than providing direct answers, helping them think critically about their approach. Providing immediate feedback ensures that misconceptions are addressed in real-time and prevents repeated mistakes. Additionally, I incorporate positive reinforcement, such as verbal praise or a point-based system, to keep the student engaged and motivated.

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Matthew Harrignton

Task 1 Discussion Board - Padlet

I am a Level 3 Self-Contained Teacher at EGHS. My focus learner is 1 of 7 students in my class with varying levels of ability. The focus learner is a freshman who loves to draw, color, writes beautifully and has become accustomed to the class schedule, as such they know where we are and will mention if we are behind.

My planned supports for my focus learner are similar in design and use across the classroom; their use and variance depends on the student that is using them.

As such:

A predictable daily class schedule, also written on the classroom dry erase board.

Daily journal on projector - focus learner gets their own hard copy, so they do not have to look up and back down to write.

Highlighted text to trace for morning journal - for two classmates.

A pre-lined writing page for penmanship and proper spacing - 1 classmate

Noise cancelling headphones - 2 classmates sensitive loud noises, distractibility or triggered by students with behaviors.

News2You/Unique Learning System, differentiated text and responses

1. Focus learner gets text with more sentences, able to read with prosody. And “W” questions all on 1 page.

2. Other classmates get reduced text and picture communication symbols under the words for those students that need it.

3. The focus learner and another classmate can read without very much help, but when a student needs help; I will read the text with them, modeling how to read.

Teacher printed materials that are decodable

1. In the context of a picture is associated with a vocab word

A flexible class schedule with 2 (10-15 minute breaks), 2 snack times; 45 min/1hr before lunch and 45min/1hr before going home.

After lunch and before we go back to learning, a 20-30 minute walk at the school track, just get out of the classroom and off devices.

Three evidence based planned supports that I currently use or would like to use in my class, include:

Assistive Technology: Lesson plans in News2You/Unique Learning System are not intuitive enough and require some help. I utilize PowerPoint presentations to introduce key vocabulary and life skills modules that require more information and context. These presentations include pictures, as simplified as can be sentences and vocabulary.

Explicit Instruction: Again with News2You/Unique Learning System, there are modules to teach life skills: money math, voting, etc. The latest module was on being a host/hostess in a restaurant. Built background knowledge from making and taking phone calls, communication from afar. This was communication in person. Demonstrated with a willing classmate and then requested each student to try the module, and used a clip board with highlighted dialogue and on the projector for all to see.

And finally a modified form of Positive Behavioral Interventions and Supports (PBIS). I don’t have a reward system but when my students participate in any activity, I praise them for trying, I praise them for succeeding and I give them a High-5. Not knowing why you don’t know the answer or why you don’t have the confidence to do an activity must be stressful. Some day they be in an adult transition program and the skills they learned with me will be easier because they were learned with a positive teacher.

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Taulana Logo - Planned supports that I've used:

1. Differentiated Instruction (DI)

Visual and Audio support - I would use platforms and lessons that have videos and photos. I’ve used a few good SEL lesson platform ones that already had presentations with videos, photos and pausing points with questions for class interaction. For reading, for any RSP class I was in, we would always do visual and audio. In most instances, we would have a physical copy of the book and run the audio version for students to follow along with. When playing videos, we always have closed captions on. This was especially good for students to follow along with, as they filled out their fill in the blank assignment.

2. Response to Intervention (RTI)

Small group instruction - For students who needed more assistance with reading, we’d pull them into small groups during “workshop” hours where students have a choice on activities to do. We would take this time to review reading worksheets, flashcards and read aloud opportunities as a group. I would also use small group instruction pairing a few students with an aide to ensure focused work was progressing and being completed. From there, if one on one was needed, I would pull a student at that point.

3. Positive Behavioral Interventions and Supports (PBIS)

Immediate incentive - I found that food works well for an immediate incentive. I’ve used snacks, treats, sometimes as an attention grabber for a warm up in the beginning of class or at the end for completing assignments. Earning other classroom privileges was earning a cup of noodles and using the microwave. With the population I served, using the microwave was a privilege to be earned, so offering that to be used after class, really worked for students who would bring their own food from home to warm up and didn’t want to walk to the cafeteria to warm it up.

Delayed incentive - When working with teens, weekly incentives worked well where the student would work for an outing with friends on Fridays. We had a weekly point system based on behavior, social and academic skills. This would be measured between what I observed at school as well as at home with parents. Special food outings, movies, bowling, local social events. End of quarter pizza/potluck parties were also good in getting students through the various units throughout the quarter. This would be assessed by keeping track of classroom dojo participation and how far we got in unit lessons.

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In my co-teaching inclusion classroom, I implement various planned supports to help my focus learner access the curriculum and complete their work in an engaging and motivating manner. Given their need for accommodations and modifications, I have tailored my approach to ensure that they receive the necessary scaffolding to build their academic skills while maintaining motivation and engagement. Some of the supports I use are more time for assessments, shorter assignments/ chunking, visual schedule, timer , first then board, breaks, sentence starters, writing in highlighter and having students trace over it, graphic organizers, low tech communication board, etc.

Three specific supports I have implemented or plan to implement include chunking assignments, visual schedules, and token boards.

Chunking is an essential support for my focus learner, as they often feel overwhelmed by large amounts of information or lengthy tasks. By breaking down assignments into smaller, manageable sections, I help them maintain focus and complete their work step by step. For example, instead of presenting an entire worksheet, I provide one or two problems at a time, since they have a hard time working on any given task for more than 5 minutes. Being in the general education class, the pace can sometimes be too fast, so chunking also helps them become less frustrated since the workload is much more manageable. By cutting down the assignments, my student is able to access the curriculum and staying motivated.

A visual schedule is another planned support that benefits my student by promoting structure and predictability. Given their difficulty with transitions and executive functioning, a visual schedule helps reduce anxiety and keeps them on track throughout the school day. The schedule provides a layout of the day's activities, using pictures and written words to accommodate their individual needs. I also pair the visual schedule with a first-then board, and timer.  The schedule helps to support smooth transitions by showing what is expected before moving on to a preferred activity. This also gives my student the opportunity to feel autonomous in being in charge of their own schedule. If they want to do a preferred activity, they can put it on their board to do after they complete a given task after the timer goes off.

To keep my student engaged and motivated, I use a token board as a reinforcement system. My student enjoys earning tokens throughout the day for meeting expectations, such as transitioning well, completing tasks, and turning in homework. Once they fill their board with ten tokens, they can exchange them for a preferred reward from the treasure box. This strategy emphasizes positive reinforcement to increase desirable behaviors. This system has been a helpful tool to motivate my students to stay engaged and work towards their goals.

By integrating these evidence-based supports, I ensure my student receives the necessary scaffolding, accommodations, and motivation to succeed in the general education setting.

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Lee Vue

Planned supports I incorporate are:

Whole group: visuals, core boards, markers, whiteboards, pencil and paper, counters, more time, first/then chart, reinforcements (stickers and snacks) and volunteer to help at the front. I also have schedule icons (velcro) to remove and show plus a timer. I also have an individual schedule on my focus student's desk as well. This student also needs constant reminders when we're out of routine. For example, I will tell the student twice before outdoor activities (recess/ lunch) that it's raining so there's no swings and it'll be inside recess.

Lessons: I have real objects, visuals, word on flashcards, ABC charts, calendar chart, math number 1-100 chart, math numbers 1-? chart depending on the number of the week, toy-time breaks, and rewards (stickers or a piece of snack) to reinforce. The focus student does sit up front for close proximity for teacher student engagement.

I have four small groups and they incorporate the following then the activity of the week: snack bin, stickers, markers with whiteboard, flashcards, first/then chart, core boards,and preferred activities.

Behaviors:  Preferred activities, reinforcements, first/then chart, breaks, and snacks.

Physical activity: I have student engage by sitting, standing, or participating with the teacher following a PowerPoint You tube video.

Three Evidence based planned supports I use are: reminders, preferred activity, and visuals. First, I have consistently given reminders to my focus student so the student will in routine and acknowledge the change in schedule. For example, student will whine and cry all day if there's no access to the swings during lunch recess. So constant reminders from the start of school has helped. Second, I've given the student a visual schedule to follow, as well as, incorporating visuals in PowerPoint so the student can follow along. Lastly, the student can read and write so the student is given a whiteboard and marker which is his preferred activity. So incorporating his preferred activity into the lesson helps regulate and reinforce positive behaviors.

One planned support I’d like to incorporate is having the student write with a marker on paper for data. For instance, the student prefers markers and whiteboards. I will transition him into marker and paper to get some student work.  The student usually tosses the paper away after task completion.  Yet, he still wants to write more, therefore, the whiteboard and marker is easily erasable and the student can wipe and rewrite.

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more time for assessments, shorter assignments, chunking, visual schedule, timer , first then board, breaks, sentence starters, writing in highlighter and having students trace over it

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I am working in an autism class so we have pretty standard evidence based practices that we use among all of our students that prove to be effective in dealing with behaviors and encouraging productivity when doing classwork. Some that I find to be the most effective are the Premack Principle (first, then), token economies, small group settings for instructing new materials, and lots and lots of visuals. We use a program called News2You which has universal visuals used within autism programs so that when students transfer classes they are still familiar with the visuals floating around the room. Working in small groups in a special education class allows us to group students based on level of needs, and then I can scaffold teaching appropriately. Some may be able to complete a concept in 1-2 rotations where others may need an entire week, so grouping them up helps me to teach effectively. Timers also help so students can see how much longer they are expected to be doing this task for. The timer allows for easier transitions as well, so teacher and paras can see and give students a warning, "you have 1 more minute at yellow table". They have a large visual timer on the Promethean board and then when the timer goes off, their check their own small personalized schedule that tells them where to go next. This add structure to the day which is highly reinforcing for children with autism because if they see a non-preferred task on their schedule, they understand it will be for x amount of time and then they get to do x after. The students also have access to a break corner if they begin to feel overstimulated/frustrated. This helps avoid maladaptive behaviors in the classroom. We also have a frustration chart which lets them pick what they need to calm them down, i.e. going on a walk, access to a fidget, a drink of water. I have found that this combination of efforts helps universally across students within the autism program. I will add specifics based on individual needs but this is pretty standard.

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timers, small group instruction, chunking, scaffolding,

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Hailey Herrera

Task 1 Discussion Board Padlet

My focus learner has a ton of energy. She is a very hard worker, but loves to chit chat and move around a lot so she needs a lot of redirection. She needs a lot of reading support because she has issues with her memory, so she gets pulled out of her general education class to the RSP room and I work with her. One planned support that I do for her when we are working on phonics or other lessons is drawing pictures next to the letter/letters to help remind her of the sounds they make while she is trying to read. For example, when we were working on sh, ch, and th, I drew a shark and a shirt on the board next to sh, a cherry and a cheese next to the ch, etc. Another planned support that I have for her is a wiggle seat that allows her to move around a bit while she is sitting and working to help her get her jitters out. I also have a fidget that is a huge hit with all of my kids that she loves to use. It’s a textured ring that they can rub/fiddle with on their finger with their non-dominant hand. Some have bumps, textured lines, etc. We usually have 60-minute pull-out sessions and I noticed that around 25-30 minutes in, she would start getting restless. Therefore, a support that I implemented is a 5-minute "walk and talk" break halfway through the lesson to get some energy out. This not only helps her get refocused, but also has led to us building a great relationship! On rainy days when our “walk and talk” isn’t an option, we will do a 5-minute brain break video on youtube. These videos can have dancing, exercising, etc. It’s another fun way to get moving and also helps with relationship building if the student enjoys it. This student’s mom also asked if there was anything she could do at home to help, but also stressed that their student has very long days at school and that she is often exhausted at home. Among a few other things, I suggested an educational show called Letter Blocks. This is a wonderful show that teaches phonics in a super fun way. They also have a Number Blocks version that has one of my kindergarteners singing about how 1 million has 6 zeros!

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chunking instructions, calm down areas, visual supports, velcro/laminated boards of communication cards (read: boardmaker)

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Rotations

Breaks

fidgets

wiggle cushions

extra time with work

manipulatives

speech to text

text to speech

visual reminders

simplified instructions

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My focus learner is a 13-year-old 7th-grade Autistic boy who also has a specific learning disability. He believes anything that is not a YouTube video he likes is boring, but he will do the work to get it out of the way so he can get back to his video. He’s a student who works best during one-on-one instruction because he can grasp the material better when there is not a lot of extra conversation.

The planned supports that are needed for my focus learner are visual aids, audio support, a timer that will be set for 20 minutes, a schedule of all the activities he can look forward to, so he won’t have any surprises, frequent breaks if needed, and frequent checks for understanding by having him restate or paraphrase what was said.

The evidence-based planned supports I will implement are:

I will use visual support and interactive games. Since I know he likes watching videos on his Chromebook I will find a fun reading game we can enjoy together to make reading more interesting and engaging. I will also use flash cards and graphic organizers in a way that when he reads, he can put the pictures with the words or vice versa. I will also hold him accountable for our schedule so that way he can feel as if he’s in control of his time. I don’t want him to feel bored nor uninterested in the learning task at hand. He will also have access to Legos and army men because I know he loves building different objects and he would like to be a soldier. So, I will try to implement those items as well during my instruction.

He will get instruction such as learning tasks into small, manageable chunks and I will provide direct, explicit instruction with frequent opportunities for practice such as answering questions. He will get scheduled breaks throughout our time together if needed so he doesn’t become overwhelmed. I know when he starts stimming is when he’s feeling stressed. I will use a timer to signal the beginning and end of lesson and break periods.

If at all possible, will try to put him in a small group with other peers at his independent reading level to incorporate social-emotional learning to help build his social skills and regulate his emotions so he won’t feel bored and can stay engaged with his learning.

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Choral reading, paired reading

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Planned support strategies:

-Reinforcers

-token boards

-visuals

-dailyschedule

-timers

-choice time

-small group

-whole group

-Station centers (for the lower level grades)

-social stories

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Small group instruction, text to speech, speech to text, graphic organizers, 1:1 support, visual aids

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Breaks and calm down areas

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I use handburger timers that are fun during centers where they put there hands on their head when it rings.

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Step by Step written instructions with visual supports (pictures)

Group Work and centers

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Visuals

Edible reinforcement

Token charts

First then

Behavior boxes with toys fidgets playdough

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Transition cue like timer, song, countdowns

PECS

Social Stories

Choice Time

Reiforcement

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Chunking assignments to make content more digestible, first/then and token economy, visuals, timers.

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For my target student working on CVC words, explicit phonological awareness instruction should be provided, where the activity is hands-on and fun, rather than just looking at flashcards or completing a worksheet.

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Some examples of planned supports are as follows:

Breaks/break icon

break area

token board

visual schedule

10 minute work with 5 minutes break

praises

frontloading vocabulary/schedule

Punch card (1 punch for each assignment completed to be redeemed for a prize or snack at 10 punches)

flexible seating

Sensory/talking breaks

Allowed standing to work during independent work

Manipulatives for working (math, reading, etc.)

Masking by double/triple spacing, extra spaces between words, Elkonin Boxes, using a ruler to block extra materials

Color Contrast

Visuals (i.e. use colored blocks to represent phonemes and can remove or add different colors for phoneme deletion/addition/substitution

I have a break area for students.It is labeled and in an area away from students, but also a safe space.At the beginning of the school year I discussed with the students about how to access it and what it is used for. The students were able to repeat and model how to access the area. A token board is provided on the whiteboard. The student(s) that use the token board have joined a discussion. They understand that the token board is to monitor the students’ behaviors. The token board has a possibility of 5 stars as we are just starting it out and I want  to set the student for success. At the beginning of each session, I ask the student what he would like to work for. Then I remind him about my expectations. Once stars are earned, I do not take away stars. When the student is engaging in the desired/appropriate behaviors, I give him praise and allow the student to put the star on his token board. This allows the student to get up and move as well as monitor his progress.

Frontloading vocabulary: I have vocabulary on the worksheet and board. The students and I go over how to read the words. We talk about if the word can be read or if it is a sight word. We define the words and give examples. When we read, we always point out our vocabulary word. This is to help remind the students about how to decode the word. The reading can also be chunked or split into parts. Thus, the students understand one part of the reading before moving onto the next.

Punch cards: Each student gets a punch card with their name and 10 circles. For every assignment/activity completed, I give the students a punch on their card. Once 10 punches are made, the students can redeem the card for a prize or save it for multiple prizes.

Color Contrast: I have students who are color blind or visually impaired. Having color contrast helps the students to see. An example is black or blue writing on a white board.

I also allow students to stand next to their chair or right behind it. As adults, we can’t always sit for long times. Standing and stretching can be a useful physical break.

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Planned support ideas:

-Visuals

-Token boards

-Reinforcements and reinforcement schedules

-Immediate or delayed reinforcement

-Immediate or delayed consequences

-Satiation versus reinforcement upon work completion

-Input output station for work completion

-Provision of breaks and quiet time once work is completed

-Fading reinforcement

Theories:

-Bronfenbrenner's Bioecological Systems Model

-Maslov's Hierarchy of Needs

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More time for district assessments

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First then board

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My mentor teacher has been using sentence framing, visual schedules, and differentiated instruction in my classroom. She uses a lot of tailored instruction and accommodates her students' needs. She also uses a participation point system.

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Building background is something that I think is really important in working with my focus learner. My focus learners goals are around comprehension, finding evidence and writing paragraphs. Building their background knowledge about the subject that they are reading about will help them comprehend the passage more easily than just reading it cold.

Looking at the SIOP model again, using comprehensible input so that my focus learner understands the lesson and what is expected of them will be important. One of my focus learners goals is about vocabulary development. Comprehensible input will help them with the lesson that I will be planning for the EdTPA, but will also help them develop their vocabulary knowledge.

Cooperative learning and partner work is the third strategy that I will be using in my my lesson planning. My focus learner graduated from Speech and Language Services last year. However, her articulation and language are still areas in which she struggles. Reading out loud to her classmates and sharing ideas with them will help her develop her language as well as her public speaking and oral communication skills.

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Hello

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Hi.

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Powerpoint slides (about a dozen) to list current activities and listing times for activities. Schedule is also written on side white board.

Reward marks on side white board for completion of Unique tasks for the day. Once their mark is earned they can do a more desirable activity for the remainder of the allotted time. Note most students have to complete all the Unique tasks assigned for the day to earn their token, but Student K can earn it if they complete one Unique task, which is an improvement on their previous complete non-participation.

Student K is especially motivated by game play, while they have little interest in doing regular math activities, they become interested in addition when it is a part of a game such as a math addition Blooket game.

“Mindful breathing” activity, as a class we take three breaths with controlled exhales, directed to focus on the breathing experience.

Taking some sort of movement break every hour or so. Often in the form of an exercise or dance we are currently practicing the infamous “chicken dance” once a day during one of these breaks.

We are learning and singing “Che Che Kule” which is a call and response song so I can sing the lyric, and then the class repeats it. We practice two rounds once a day.

Every day the students trace their full name on an erasable page, which they can refer to when writing their names on papers and worksheets.

Certain simple “tasks” are used as rewards. For example, if K stays in line with the class while we walk to the classroom, he is allowed to go in and turn on the lights. If he gets in line properly at the end of the day, he is allowed to open the door to let the rest of the students out. Another student likes to move the marker showing where we are in the day’s schedule, which they are allowed to do if they are being calm and participating.

There is a “quiet area” in the classroom, which any student can ask to use. Students can visit the area with little restriction other than the requirements that they ask first, and then they must respect the area by being quiet, and give space to any other student that is taking a break. There are pillows, and places to lay or sit. To encourage students asking to use the quiet space it works as a sort of sanctuary, where they do not have to participate in class while taking a break, and they won’t be bothered while they take their break, although they may have to complete an activity they missed once they return to prevent it being used as an avoidance strategy. For K in particular, it seems to be an attractive alternative to classroom outbursts.