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I wonder how I can adjust my schedule to support the student more meaningfully.

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How to accomodate when giving instructions to the whole group.

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I noticed how important student seating arrangements are in minimizing distractions.

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I notice that some accommodations are common among students and can work for all students.

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I NOTICED THAT... one instruction at a time is a very common part of the attention, which is in the Instructional Accomodstion.

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This makes me think about how my instruction must incorporate HITS that benefit all my learners.

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Students need scaffolded instruction. They struggle with being able to follow to many steps when working independently.

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having seat the student near the instructional desk and board or pair the student in closer table to the board

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How many tools I have to seek perfection in my class measured in student understanding.

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Maybe he need more details or structure the timing better

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I wonder how the 50% time accommodation would work for long projects with formative checkpoints, without causing the student to get behind with the next content.

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Students benefit greatly from building positive relationships to re-engage in the learning.

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Options that will help her and also the rest of the students.

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We need to continue to discuss these guides in our PLCs to get ideas on how to support these students, share ideas about what works, etc

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I wonder how much time can be provided to the student to complete a task

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I wonder how I can give her opportunities to answer in class, which will require noticeable more time, while reducing embarrassment.

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This make think that I need more details in the assessment accommodations to really help the students.

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I noticed how useful the guide is as an overview that would help us meet the students' needs.

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Do students know how to use the text to speech accommodation? How often do they utilize it?

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Maybe the prompts are not good enough for the student.

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I wonder how I going to help him when he field or gets frustrated by not achieving his goal

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I wonder what would be the proper stimulus to get that student to engage.

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I noticed the student request to more time to respond to a question and in some cases read to the student the question

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I notice that the student needs more time to process information

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I notided that the student is very organized and structured.

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How having close to my desk could benefit the rest of the class if he's on task.

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the physical layout of my classroom so that it's simpler to accommodate the student with minimal distraction.

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I notice student struggles to start working.

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I wonder about the best way for teachers to accommodate for 100% extra time without the student falling behind in the class or missing important lessons

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I wonder how am I going to remember all of this about specific students when clases are >20 per block

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what this student thinks 'organized' means.

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I noticed a student that works better if he's close to the teacher

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I notice that there is a thorough detail on student's strengths and challenges.

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This student's psychological evaluation states that one of his challenges is responding to others in a mean way. I wonder how I'm supposed to respond to this in terms of behavior referrals.

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the physical environment seems to heavily influence the student.

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I notice a student who has a 100% extra time accommodation