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important to consider English might not be the students first language, using TBLT to help with them reading in English. Encourage peer feedback, such as reading buddies

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Have a structured classroom routine/outline (e.g., breakdown of what is going to happen in class - maybe include specific times)

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Have a structured classroom routine/outline (e.g., breakdown of what is going to happen in class - maybe include specific times)

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Make sure to give them little breaks. Have them help hand stuff out. Provide fidgets. Standing or walking desks. Do not let students take advantage. Make sure that the strategy is helpful and not distracting.  Provide some different options. 

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Make sure to give them little breaks. Have them help hand stuff out. Provide fidgets. Standing or walking desks. Do not let students take advantage. Make sure that the strategy is helpful and not distracting.  Provide some different options. 

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Visible or physical demonstration of the math being taught (like 3D shaped for geometry, lego blocks, photos). Online interactive games or activities to demonstrate what the math is (other than just an abstract idea). Instead of X as a variable, you can do real life examples (like instead of x=10, banana = $10). Contextualize math with real life and relate to interested (like fractions taught by baking). Specialized instruction for individuals who need help, for instance putting them near the teacher, small group instruction or pairing them with another student/friend that can help them.

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Text to speech, auto-correct, modified assignments, visual presentations, allow for student choice with varied levels and themes, HiLo books (High interest, Low vocab books, for HS students, choose based on themes, they don't necessarily have to read children's books), dyslexia friendly font, closed captioning

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Text to speech, auto-correct, modified assignments, visual presentations, allow for student choice with varied levels and themes, HiLo books (High interest, Low vocab books, for HS students, choose based on themes, they don't necessarily have to read children's books), dyslexia friendly font, closed captioning

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Be mindful of the student, check in with the student to see if there are resources they need or want, do they have a friend in class that can help them catch up/keep up, offer them access to materials, offer extensions, check in with their support system, allowing the students to freely participate in what they feel comfortable in.

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Our first idea was that giving students extra time, in case they have to miss class to grieve, to complete assignments. It would also be helpful to provide them with any information they miss, but modiying assesment and ensuring that they focus on their personal well-being. It is important that they learn key concepts but their personal health matters more. Private tutoring could also be useful to ensure the student catches up after a period of absence. Consistent conversation with the student would be key, to ensure that they know they are supported and to make sure they are ready to resume class when possible.

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record classes as well as give student extra time to go at their own pace. Allow opportunities to learn on their own while being there to support when needed. Remind students they can use online sources and reach out for help when needed. Be active about reaching out and remember to be the person they can rely on instead of being a strict teacher. ultimately give time for grieving and relif academic pressure

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giving different colored fonts for dyslexic students, such as magnetic sheets, dyslexic friendly fonts to help them read easier

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Give extra time on tests, give take home assignments, make sure they know you are there for support, change seating arrangements so that they are close to their friends, contact caregivers to ask if there is anything you should do, talk to their teachers to see how they are doing in their other classes, monitor them throughout classes

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Ensure extensions on assignments are made available to the student to reduce stress. Possibly reduced course-load.

Allowing student the freedom to remove themselves from the classroom if needed.

Make the effort to speak to the student and engage with them, check-in on them if they are welcoming to that. If not comfortable talking to you, make sure they understand alternatives. Point them towards resources at the school and in the community.

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give them more time, modify their exam, such as doing it online so they can use text-to-speech, translanguaging

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Let the student go for a walk to fill their water when needed

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Let the student go for a walk to fill their water when needed

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Annotated, summarized, modern English books, have them side by side in original editions

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Read materials, such as short stories, out loud so that all students have the opportunity to participate even if they are not able to comprehend the text through reading

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use chatgbt, use AI, text to speech, speech to text. Using technology to help them improve