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-Visual or picture of schedule, timer. (In person and at home)
-Brain break box or sensory room for quiet time, movement break incorporated into schedule, flexible seating. (in person or DL)
-Velcro of desk, weighted vest, figits, sensory bin. (In person or DL learners--provided by school)

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#1 and #2. The accommodations are clear.  Extended time will look the same whether Alejandra is  virtual or in person. Vocabulary will need to be front loaded with lots of visuals and motions. This can be done both virtually and in person. Real objects can be used in person and if you give virtual learners an opportunity, they can have objects at home to show and represent the vocabulary.

#3-  Pictures and motions are good for all students. Front loading can be good for all students, but not to the extent you would see for Alejandra.

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1-Clarification needed on the accommodation re: What type of assignment need the additional time?  This would help the teacher have clarity about what the 504 should look like in that room.
2-Virtually: Some answers could be provided by the student verbally vs. written. This would also be a way of establishing an opportunity for immediate positive feedback from the teacher to the feedback. It would also have the potential for enhancing teacher: student rapport, which could be more challenging in a virtual setting. Time needed for tasks may be increased or decrease
3-

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#1 Answer
She will be seated on the side that accommodates for her hearing loss and close to the teacher as she is instructing.
Call and response whole class.
#2 Answer
Use reactions button on Zoom
List expectations for whole class.
Students could use like a checklist.
#3 Answer
Plan out the location of instruction.
Placing anchor charts and other visuals in a location easily visable.

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- Preferential seating away from potential background noise and placed on the student's good side for hearing.
- Make sure Anaya is focused when directions are given.
- Repeated instructions.
- Virtual: typed instructions, one-on-one meetings.

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1. Clarify what previewing the key vocabulary would mean.
2. Visuals for Virtual- A composition book at home that houses graphic organizers or personal anchor charts to use when needed. Extended Time- allow for assignment due dates to be extended. Maybe an extra day or so.
3. Linking vocabulary words in English to what they are in Spanish to give her a better understanding of the word meaning and ownership of the word.

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Raises his hand to say he needs a break away from the group or with the counselor.

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Raises his hand to say he needs a break away from the group or with the counselor.

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Piece of paper placed on desk to say he needs a break.
Choice break for drawing and journaling
virtual one on one time with a teacher or counselor
have lunch with a teacher to talk
extra time on assignments

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1. Letting the student know ahead of time the she will have extended time. 

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1. Letting the student know ahead of time the she will have extended time. 

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2. Create a chart with pictures to describe the extent of feelings.
Counselor will check in with them at the beginning and end of day.
3. Provide the student with visual chart or book with options to handle feelings.
Allow student to take breaks from the room or run an errand for the teacher.

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space in the room to move around
sit on yoga ball
sit close to teacher
visual timer for whole class on screen
visual schedule with moveable parts
auditory cues
doorbell to get class attention
brainbreaks/go noodle (whole class)*online also
numbers chart/manipulatives for math (Virtual manipulatives)
manipulatives could be sent home
fidget tool to sit in front of computer at home

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timer/visual schedule for activities

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-give directions in small distinct steps.
-seating for best access - close to teacher for best hearing - read teacher lips - teacher use face shield
-she repeats back the directions
-teacher have written instructions ready in advance
-gaining student attention prior to speaking - use some sort of signal instead of calling out that student every time you need her attention

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Schedule with visuals can be used for both in person and distance. Use an audio timer for DL to let student know when we are transitioning.
- For DL tactile supports, give parents a list of manipulatives that they can easily find at home (lego brick, macaroni, rocks)
- Depending on sensory needs, give him activities that provide muscular or a

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Teacher provide visual schedule or timer for student to follow during virtual learning.

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whole class movement and time cues for all students.

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1. These activities would be hands on in school individually (ie: a sensory walk in the hallway, a wigge disc in the classroom), printed visuals, tactile fidgets, etc.

2. Virtually these could be provided through a visual schedule used with the whole class/group via screen share or as a background on a green screen. You could come up with ways to use these strategies at home (ie: sit on a throw pillow instead of a wiggle disc or put something soft/squishy on the keyboard instead of velcro under the desk.  If the same kind of strategy/tool cannot be implemented at home, the school would have to provide it.

3. Any visuals would be beneficial to the entire class, not just the student with special needs.

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1. In class
Seating- close to a peer who can prompt. wiggle seat, close to the teacher, stretch band on chairs. or in back of the room with space to walk

Independent- project countdown timer on the screen or individual timer

movement: taped off area in back to move as needed, allow to be a "messenger" to move to and from.

2. Virtual
movement- built in movement breaks, chunking assignment to include complete and take a break, can stand when needed, not always seating down on the computer.

Seating- provide an area with limited distractions (if possible)

Still use visual time ques on screen (which is good for all students as well)

3. knowing time constraints, chucking assignments.

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Repeated instructions and visuals.
Anchor chart to refer back to.

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Highlighting/Color Coding
Anchor Chart
Repeated

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1. Visuals
2. Provide manipulatives
3. Frequent check-ins

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Visual models

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Color coding, diagram drawings, number line

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One-on-one lesson to prevent background noise.

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Visuals
Commentary on what the teacher was doing

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Visuals were great how they continued through out the slides.

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The anchor charts can guide the child back to how to do the steps.

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It had visuals. Our student could go back to the recording and watch again. The color coding will help Alejandra.

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The mid-lesson check-in.

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Visual Schedule/Agenda
-->Unfolding the lesson

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Show a picture of clay.
Provide an anchor chart of the fraction vocabulary.
Use a translation app to read the problem in Spanish.

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More check-ins, pauses, the lesson went very fast.

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Visual cuea
breathing and get focused

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Tactile aides and modeling on how to use them
Sensory activities
Step-by-step directions (task schedule)

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Had a fraction strip ahead of time instead of drawing
or a strip on the computer that they could access

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Make sure the student knows how to use a number line to model division of a fraction.

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Make sure the student knows how to use a number line to model division of a fraction.

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The comment not labeled with comment. Manipulatives

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Manipulatives (by building number line with fraction tiles would have been helpful)

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Number line was useful for all students but not needed for ours. Infinity symbol was good to keep all engaged.

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Child needs more engagement and motions.

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Anchor chart

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reminder to move/stand up
kids model the fraction and show using their screns

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Non verbal cues

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None at this time.

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Anchor Charts and color coding