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If a student has Small Group Testing, you as the TEACHER will have to make sure that you email coverage (cc Lamp and Sierra) a week before the day of the test for a teacher to pull out the students. Do not expect these students to be pulled out automatically for extra time.

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Find out what the font is if you are a standardized assessment class and use that font on all handouts and presentations to get students used to the font!

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Where do we find information about our students accommodations?

(Max Litvak)

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Remember! Accommodations should target specific needs and challenges listed on a students IEP/504. Typically, the more specific the better!

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are accommodations ever tailored to the student's strengths as opposed to their challenges? i.e student is a strong verbal communicator but struggles with reading and/or has dyslexia - is text-to-speech only appropriate here or could speech-to-text be appropriate in addition because they thrive with verbal communication?

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If your student is using speech-to-text on a test, make sure you practice it in class so the student can become familiar and normalize the process.

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Could we have some department meetings for accommodations ?

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Diffit is a great tool for changing texts to different grade levels

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For those of us who will teach Ethics but are not classroom teachers, what support or when will we meet with Support Services Team Member to review lessons for students who are on the caseload?

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Someone asked where to get noise cancelling headphones or other tools. Reach out to your Support Service staff members. We all know where to get you these materials and many of us carry them on us!

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Can we get time to preview our student's IEPs and come up with accommodations with our co-teachers?

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Would love to chat with fellow science teachers about accommodations that we've discovered for various topics/lesson plans. Hit me up !! -Kate Frawley

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Accommodations are for your IEP/504 student, but can be utilized by all students in the classroom

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What are some examples of alternative tools for a lab that requires precise measurements? Do we task differently for their respective groups?

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How do accommodations look in large vs very small classes? How do we create equity between class periods?

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Is there a such a thing as too many accommodations? We were talking about superfluous or irrelevant accommodations in our group.

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Can we find PD days for ELD teachers and Special Educators to attend together? Considering a population of ELD students have IEP's and some 504's.

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Who do we ask about accommodations if a student is advocating to take one away?

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what are the limitations for accommodations when students are taking test

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Could we have some department meetings for modification?

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What information can a teacher request from a teacher within Support Services regarding an IEP?

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Since accommodations have to be saved as a doc for privacy purposes, what will be the system of receiving notification of IEP updates?

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In the videos we just watched I also think that social gender categories may play a roll. Children who are socialized as girls are forcibly taught to be more obedient and more patient. And we do see that neurodivergencies like ADHD and ASD present very differently in women and men. Just a thought.

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In my experience, sometimes an emotional reaction can stem from a physical sensation. My brother has ADHD and when he was younger he would get extremely emotionally dysregulated and have angry outbursts; sometimes they were caused by emotions but we realized that often when he was "crashing out" when we asked him how his body felt he would reveal that he had a stomach ache. He didn't have the emotional regulation skills to communicate how that physical sensation was making him feel emotionally.

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Could we have a copy of the executive functioning slides?

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Adding a lot of specific details on how a student is performing academically is very helpful, (I.E: Student is an active participant that often volunteers to read things aloud or answer probing questions about the text we are analyzing. When answering these questions he is able to explain himself and his ideas. He also demonstrates his ability to think critically by connecting his ideas to personal or historical events.)

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Two of the key skills within executive functioning are 1) breaking down and sequencing tasks into steps, so you know where to start, what to do next, and stay on task and moving from one step to the next and 2) predicting how long something will take and then noticing how long it did take, and iterating your predictions for your next round of planning. We heavily scaffold these for students with checklists/agendas and with the time-ticks in our lesson plans. The more you make this explicit, with class participation (e.g., "how long will this step take? OK, let's set the timer for that and see."), the more we're teaching 700 students to do this on their own.