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*Lots and lots of rhyming
*we clap out the syllables for lots of words
*we make ABC books all centered around the sounds
*lots of looking for letters in our journeys around the school
*picture cues for guessing what the story might be about

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Community Building/Teamwork Inclusive Actions 

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Community Building/Teamwork Inclusive Actions 

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Creating a positive school culture is particularly critical for students to feel part of the community in both their classrooms and in other areas of the school (recess, lunch, PE, Music, art) etc...... To do this the school culture needs to support PBIS for example students taking ownership and creating a school mascot, or students running the school store.  Classrooms can also support kindness and create opportunities to support each other, and classroom teachers can recognize these efforts to support a more inclusive positive culture for all students.

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Being explicit is key - you need to know exactly how you're going to tackle this goal in order to effectively do so.

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Specially Designed Instruction

Adapting to the needs of the student the content or delivery of instruction. For example in order for a student to access and use a supplementary aid during a math lesson,  the student will need explicit instruction in the use of the specific strategy or device.

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Immediate feedback is especially important when students are in the early stages of learning a new skill.

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These videos were a good reminder about how to give useful feedback. I strive to make sure students know they did a good job, without always just saying "good job." Students need to know what they did right, what needs improvement, and HOW they can improve.

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An SDI approach would be to use sentence frames to help students build and structure sentences with correct grammar and syntax.

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We  honor and celebrate all of the cultures in our classroom and treat everyone equally.  We give positive reinforcement for classroom
expectations.  We teach our classroom routines and expectations to our students and then we model it throughout the day.

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Explicitly teaching classroom and academic expectations with examples as a class and circling back throughout the year to ensure each child is understanding and following them.

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I always work to frame my comments and feedback so that it provides specific information to my students about their performance. By hearing more than "good job", my students know what specific skills they are making improvements towards, and it also reinforces why they come to my room to receive specially designed instruction (as opposed to thinking my room is just a space to play games).

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Giving students a voice in the classroom promotes respect and a feeling of community. A good way to start of the school year is to invite students to participate in developing the classroom rules. It helps them take ownership over their behavior and how it affects their learning and that of their classmates. They are more likely to abide by the rules, when they have been involved in creating them.

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The biggest take-away that I had from these videos was regarding the Opportunities to Respond.  It was a nice refresher/ reminder that students need repetition, but ALSO so many, many varied ways to learn, absorb and respond to topics.

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I constantly circle back to concepts for review. I open each small lesson with a previously learned concept as a warm-up. This helps me to see what they remember and if they require further review or instruction. The repetition helps the students master the skills long after they have moved on in the general ed classroom.

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I constantly circle back to concepts for review. I open each small lesson with a previously learned concept as a warm-up. This helps me to see what they remember and if they require further review or instruction. The repetition helps the students master the skills long after they have moved on in the general ed classroom.

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I use explicit instruction in a word study in-class lesson with a small group. I incorporate words that the students are getting exposed to in the classroom and have worked with me in a separate setting during an Orton-Gillingham lesson. This way they are getting the double dose in and out of the classroom with specially designed instruction. During in-class word study I take a small group and I review the spelling rules for the words they have that week. Then we look at the words and sort them into the correct categories. We go over each word and look the meaning and orally use a sentence for each word. We then do multi-sensory/module activities to help practice the spelling sounds and then they do simultaneous oral spelling for 5 to 10 words and write one or two sentences after I dictate the sentences to my students.

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Thoughtfully designed stations during math that provide our high-need students with instruction targeted to their needs in a smaller group. Students are provided with the least restrictive environment and receive instruction targeting a specific skill.

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Providing multi-sensory reading instruction that is explicit taught . The instruction should be structured and sequential based on the students current performance level.

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Use Strategies to Promote Active Student Engagement

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Use Strategies to Promote Active Student Engagement

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I utilize an approach that encourages students to get involved in their learning through hands on manipulatives, a multi-sensory approach and positive reinforcement systems.  I typically try to come up with creative means of representing new ideas as well as creating new positive reinforcement behavior boards. I use “Listening Larry” to help students understand whole body listening. “Listening Larry” teaches students how to listen using their whole body and maintaining a calm body. Additionally, I use motivational strategies such as: positive relationships- greeting students daily, asking about feelings and sharing outside school thoughts, frequent positive feedback, and multiple methods of explaining an idea or new lesson.

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Proactively take an interest in students lives and prioritize positive relationships throughout the school day - attend after school events students are involved in then incorporate into lessons by making real world lessons with content that happens in students lives

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Proactively take an interest in students lives and prioritize positive relationships throughout the school day - attend after school events students are involved in then incorporate into lessons by making real world lessons with content that happens in students lives

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I write math word problems using Google Slides for small groups, designed to meet their reading comprehension and math goals. I build the stories using my students and their interests. We work through these problems, beginning with a single sentence, and adding information and amounts each slide. Students show the problem on white boards, and alter the information as needed as we work through the slides. We share our work at each step, analyzing our own and others' work to see if it matches with the language in the problem. It's fun, and it works on multiple learning areas.

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For young learners I help increase student engagement during read alouds by personalizing the book and making the story interactive. For example, I may change character names, interest, or act out parts of the story. In addition we use pictures and objects to support the story and facilitate responding and retelling.

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Be sure it's positive, respectful, & corrective.

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Take time to explicitly teach students what your nonverbal and verbal cues mean. For example, if you say "pause," make sure that students know what you expect them to do. Similarly, teach students what your nonverbal cues mean (e.g. facial expressions), especially if you are using them to shape behavior. Give students opportunities to practice responding to these cues.

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I use I do, we do, you do to support students explicitly in strategies. I model each step of how to a task i.e. a math problem or  spelling a multisyllabic word. Then, the students and I will follow the process together (often posted on an anchor chart). Last with the support of the anchor chart the student will do the task independently.

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Providing students with a variety of grouping that allows us to be flexible in providing them with the skills they need to focus on

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Be specific about feedback that I give students. Include information about what they did well and keep it my feelings out of it ("I'm impressed! I think that's so amazing!" etc.) If I want to tie emotion into the feedback I can state things like, "You were able to do X independently. That might make you feel so proud!"

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Provide scaffolded supports such as visual, verbal, tactile and written supports, to facilitate students’ learning , use them flexibly, frequently evaluate their effectiveness and gradually fade supports when student no longer needs them.  Provide modeling of supports and immediate, specific and goal-directed, constructive and respectful feedback.

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-adapt student needs and curriculum materials based on ability so student can meet instructional goals; choose materials and tasks based on student needs; use relevant visual supports/technology/materials; make modifications by highlighting relevant information, changing task directions, reducing amount of material;

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Provide positive feedback: Do more than say "yes" or "good job". Provide specific information about the student's current performance and progress. 

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Provide positive feedback: Do more than say "yes" or "good job". Provide specific information about the student's current performance and progress. 

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Use small learning groups to accommodate learning differences, promote in-depth academic or goal
related interactions, and teach students to work collaboratively. Groups should be based on explicit learning goals, and positive peer interactions. Instructors should provide positive and constructive feedback to support productive learning.

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SDI Tools:  Visual charts, Visual schedules, Visual cues in locker/ Lunch box, on desk, Discreet Fidgets, Written schedules on locker, lunch box, Graphic organizers, Choice cards, Emotions cards, Ear plugs or headphones, Special seating-seat pads, sit-upon balls, etc.

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SDI Tools:  Visual charts, Visual schedules, Visual cues in locker/ Lunch box, on desk, Discreet Fidgets, Written schedules on locker, lunch box, Graphic organizers, Choice cards, Emotions cards, Ear plugs or headphones, Special seating-seat pads, sit-upon balls, etc.

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Feedback should be immediate, specific and goal-directed, constructive, and respectful.

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Comment on the specifics of the task in the moment, so that the child can adjust and learn based on the feedback; frame the feedback in a positive way

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Ask questions that challenge students appropriately

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Support voice and choice: Include students in selection of materials and methods for instruction.

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Establish positive and culturally aware learning environmment

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Establish positive and culturally aware learning environmment

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Ensure all students are welcome in the classroom, respect students, honor culture and background

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For every error, acknowledge positive feedback four times.

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Establish consistent, organized and respectful learning environments

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Establish consistent, organized and respectful learning environments

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Creating classroom environments that invite learning, Where teachers are  planful and deliberate in setting up space to support learning and Behavioral success.

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Provide behavior-specific feedback that is age and context appropriate.  Live feedback can be oral, gestural, or written.

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Using choral responding techniques to increase students' opportunities to  make correct responses or receive feedback if they respond incorrectly. OTR maximizes instructional time within a group.

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Systematic multi-sensory phonics approach to reading and spelling.

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Using explicit step by step instruction and frequent practice.

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Consistently circling back to previously learned skills and making connections between new concepts. Providing a reference sheet breaking down the steps in an algorithm. 

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Consistently circling back to previously learned skills and making connections between new concepts. Providing a reference sheet breaking down the steps in an algorithm. 

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A research based approach to writing using multi-modal, systematic, explicit instruction.