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I am having concerns about how to support students with 504/IEP without having them singled out by their peers.

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I have a more clear understanding of what my supervisor is looking for after my first observation.

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For gifted students, should you plan for extension activities from the get go or extend their thinking after they have completed the whole group activity?

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I feel like I know a lot about general and targeted supports. The only thing I would ask is how to keep high learner students engaged in a lesson where they feel like they know everything.

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What if I do not have any specific IEPs or 504s in my classroom

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I am in a inclusion class so we have a wide variety of abilities. How do I make a task that allows for all the different abilities?

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Is there such thing as too much support?

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I have a student who does not yet have her solidified IEP. We do not yet use any supports that are individualized specifically for her due to not having that information, but we do accommodate her based on our knowledge so far. I worry about not having that IEP to reference for my future lesson plans.

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How do you address supports for students who have a one-on-one helper?
Do you need to include behavior management supports with children who frequently have issues with behavior?
What are some supports for nonverbal students other than hand signals?

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My mentor and supervisor explained general supports and targeted supports

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All supports will be different for the children that you have in your classroom, some students in my class are Tier 1, 2, or 3 and they all have different things they learn.

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Supports don't just apply to students with IEPs- this can be for gifted/advanced students, etc.

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If we have multiple students that could use/need the same support can we just list them together. Like an IEP student and a students who has speech needs?

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I know that general supports are general and are not targeted towards specific student needs or towards the language task itself.

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With specific student supports, I've noticed that it's not often something I can personalize. Student's with 504s or IEPs usually have specified supports that they can/are required to recieve.

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I have a group of gifted students for RTI and I would like to know ways to better support them

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What if I don't have any specified any IEPs or anything in my Kindergarten class?
More support info too because I get stuck other than the general ones!

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Supports should be individualized for students that require it. Supports should also be available for whole group instruction.

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I feel like I get stuck using the same supports every time. What are other ideas besides sentence stems, modeling, and word banks?

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What I know:
-We need to plan supports for students who are considered "low" academically....but also plan supports and modifications for gifted students as well!

What I want to know:
-How can I plan supports/modifications for students that are considered gifted?

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After my observation, I now have a better understanding of general and targeted supports. I think I have them down pretty good now.

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What if my teacher isn't on my topic yet

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Your supports will look different depending on your students year to year and even day to day.

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What if I don't have any IEPs or 504s in my class?