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Math support comes in 1

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2x30-Ms. Williams-1-3 students
At beginning and ending she helps with pre/post assessment
sometimes helps run a station
meet to discuss concerns we have with kids on Fridays-informal

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I Pads used during ELA Block Stations and during Math Work Stations

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Math Miss Williams 1x60.  This is my first year having support come in one chunk.  I like it better because she can stay for the whole math workshop.  She works with all students and pulls a second group for counting and number recognition

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Use Ipads during math workshop and sometimes during literacy centers

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5x30 with Mrs. Childs -works with 1-2 at time. Pulls 4 kids to work with. Groups have changed- Debrief at the end of each session for 1 minute- meet on plan to discuss plans and student movement-
She has helped write SBIT for a student

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I have AIS 5x30.  My provider switched a week ago.
My provider pulls my high and low groups and we meet weekly to update each other.  We rotate groups once a week so we can each touch base on progress

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Traffic light system,
Comments on homework log about if child had a better day,
Note goes home when on Yellow-Red
Introduce-earning tickets in Feb
Brownie points for  brownie party
Stickers-caught being good, trying new things, creating, new idea at stations

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I use a clip chart.  Students have the opportunity to clip up for  good choices.  They earn a sticker on their clip each time they're moved up.  When they've collected five stickers, they can bring their clip home and pick from the treasure chest. Students that stay on green all week or clip up get to have lunch in the classroom on Fridays.

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Yellow - Slow down Think About it

Red - Many reminders and redirections and home communication
Class Dojo inconsistently

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Pull kids to trace letters, work on individual needs-writing sentences, make up work, math stations-
Rotate during independent time-while I am working on guided reading,

Pull kids for spelling tests
Project prep of supplies
Talk to kids/comfort/ nurse/ little emergencies when the teacher is busy
Give her an idea and she creates it on computer

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Works one on one in beginning of year to trace the Alphabet Book and small group to work on reinforcement of skills in ELA and Math

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Works one on one in beginning of year to trace the Alphabet Book and small group to work on reinforcement of skills in ELA and Math

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Primarily to support in the classroom during writing workshop, math workshop and at stations
Material prep when kids are not in the room during specials.

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Pulls students for alphabet tracing book, handwriting practice, counting
Works a center during literacy centers and math workshop
Lunch count, takes care of party sign-ups
Material prep

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Pushes in to teach classes
Talk to them with concerns about issues
Deal with bathroom issues
TLC
Talk to students if they are having a rough day-difficult if they are busy

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Shared Reading, Read Aloud, Guided Reading, Writing Lessons and Writing Workshop, Handwriting, Speaking and Listening within all of these curriculum areas.

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Shared Reading, Read Aloud, Guided Reading, Writing Lessons and Writing Workshop, Handwriting, Speaking and Listening within all of these curriculum areas.

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Writing/journals
Literacy centers, guided reading
phonics lesson

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Pull out  this year
Will talk to teacher if I have questions or concern about a child-
want an idea for sitting expectations

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Play is imbedded into literacy stations and math workshop games.

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Play is imbedded into literacy stations and math workshop games.

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Play based choice stations are daily after lunch or at end of day ranging from 20 - 30 minutes.
Warm weather outdoor play but not as much I feel I should

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Unstructured playtime every day - usually before lunch or specials

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Push in 2x30-one day helps with a project, on day works with 2-3 kids on an activity that I think they will need help with

Pull out too with students

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2X 30 split whole group with me until this week. So actually students received a total of 30 minutes weekly. Targeting 11 students and working in two 15 minute groups 2X weekly. No collaboration not sure why the 11 were targeted or what they are working or what I should be looking at or providing more of for those targeted students. Did ask if I had any other students I was concerned about. I have requested that we meet so I am aware of what her concerns are but have not heard back

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2X 30 split whole group with me until this week. So actually students received a total of 30 minutes weekly. Targeting 11 students and working in two 15 minute groups 2X weekly. No collaboration not sure why the 11 were targeted or what they are working or what I should be looking at or providing more of for those targeted students. Did ask if I had any other students I was concerned about. I have requested that we meet so I am aware of what her concerns are but have not heard back

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I-pads in math and station time-
Peggy pushes in 1x 30 minutes
videos I make and show for writing & science

Use One Note during guided reading for notes

Have tried to have kids make video with little success

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I plan OT activity and OT supports whole class

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Evaluating students based on dial screen. Starts with a quick 5 minute check to see if in need of full eval. ALSO...consults me and did an eval on a student I had concerns with even though they were not on the radar from  DIAL. Pam just finished pulling the remaining students to see who she would need to eval and got results to me later that day.

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Evaluating students based on dial screen. Starts with a quick 5 minute check to see if in need of full eval. ALSO...consults me and did an eval on a student I had concerns with even though they were not on the radar from  DIAL. Pam just finished pulling the remaining students to see who she would need to eval and got results to me later that day.

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Shared reading, read aloud,
Guided reading-kids work on writing-word work, DEAR while groups are pulled for reading groups

Phonics, Handwriting,
Writing Lessons-
Work on listening and speaking

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Pull out this year
Pam checks in on her students and gives ideas on things that can easily be done in the classroom.
I really miss Pam's push-in time as it benefitted all students.

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15-20 minutes after quick morning work activity-
1-2 more station times after guided reading or after lunch
Recess if weather is good-not done enough

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Pushes in to teach second step

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IEP student meets with 2 different Speech providers for 3X weekly.

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IEP student meets with 2 different Speech providers for 3X weekly.

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Service is often missed due to holidays or other reasons I am not always informed of.

2X 15 to meet with non IEP students along with 4-5 other students "on the bubble". Pulls group out into the hall. Not sure of what they work on. No collaboration.
Confused about the focus of this early intervention and how at one point it was to be "fluid" moving kids in and out based on need and what the provider was working on - skills versus language.

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One provider meets with 3 students with IEPs, emails me if there is a change in schedule & stops in to discuss progress and also calls parents to discuss progress

Push-in is inconsistent.  Sometimes a group is pulled, sometimes not.  Time isn't always consistent.

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Push in 2x15 in a small space in my room-works with 4 kids
1x pull out of a student with high needs

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Second Step 1X 30 I sit in on the lesson and interact or be there to support classroom behavior.

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Second Step 1X 30 I sit in on the lesson and interact or be there to support classroom behavior.

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Pulls a small group of 3 students in need of additional social skills support.

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It's difficult to get a different aide each year.  This grade level has unique challenges and having consistency would help with some of those challenges.  The aides have said teachers allhave different styles so adjusting to a new teacher is also a challenge.

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I use the ipads during math and literacy stations. I show youtube videos. Peggy pushes in 1 x 30.

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Kristin and I do math rotations. She comes in my room 3 x 30. Once and I awhile we meet to plan.

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Rose works with 2 targeted groups. She works with kids who are struggling to make gains in reading. She pushes in 5 x 30. We do meet to discuss progress. The students also meet with me everyday too.

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I use Whole Brain Teaching strategies. They do have star charts that help them to clip up.

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My aide works one-on-one with struggling students, assists in whole groups lessons, monitors behavior and work production during literacy stations, works with small groups during math rotations as a station, copies, & preps materials.

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shared reading, read alouds, phonic activity, guided reading, literacy stations, handwriting, writings workshop

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during arrival they have tubs at the table to develop fine motor skills, embedded during literacy and math stations, and 30 minutes of recess

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2 x 30
she has begun to work with targeted goups

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she has come down to assess students who were on her radar and mine, she has begun to do full evals on those needing it

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2 x 15
he meets with a target group of 4

2 x 10
he meets with 1 student

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second step 1 x 30 and I am in the room to help with behavior
poster are up in the room

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5X 30 works with group of 5 students in need of support may be students who fell below on assessment tools or are challenged with application of the skills

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2x 30 works with students in need of additional support. That may be within the unit we are currently in or to provide review and reinforcement of previously covered units or basic number sense.Recently working one on one at completion of Patterns Unit to assess for Exceeds on Report Card for those students who I know have met the Standards.

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2x 30 works with students in need of additional support. That may be within the unit we are currently in or to provide review and reinforcement of previously covered units or basic number sense.Recently working one on one at completion of Patterns Unit to assess for Exceeds on Report Card for those students who I know have met the Standards.