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Students' schedule to work on goals, organization and small group instruction in RSP classroom.

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Form is needed to gather data from gen: ed teachers for PLOPS.

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Communication Log

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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use of student cell phones for google maps as a part of travel training, AC transit

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use of student cell phones for google maps as a part of travel training, AC transit

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Live transcripts for Hard of Hearing during Zoom classes.

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Live transcripts for Hard of Hearing during Zoom classes.

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District wide start building relationships with parents from preschool on. LISTEN to them

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District wide start building relationships with parents from preschool on. LISTEN to them

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Scaffold multi-step tasks and instructions to ensure they're in manageable chunks. 

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Scaffold multi-step tasks and instructions to ensure they're in manageable chunks. 

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Establish collaborative communication and follow through with parents from day one.

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Establish collaborative communication and follow through with parents from day one.

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A physical folder of different tools (CUBES method, graphic organizers, multiplication chart, reading tracker) for students who are transitioning from 5th grade to middle school, to support independence as they move into having 5-6 different classes.

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Verbal positive reinforcement throughout the school day

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Verbal positive reinforcement throughout the school day

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connect with gen ed teachers about when a student can join classes

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connect with gen ed teachers about when a student can join classes

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during music class
reading class
math intervention

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Sentence starters, word banks, graphic organizers for teacher assigned writing projects.

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Sentence starters, word banks, graphic organizers for teacher assigned writing projects.

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Access to class notes upon request (may be teacher or peer's notes)

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Access to class notes upon request (may be teacher or peer's notes)

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A physical folder of different tools (CUBES method, graphic organizers, multiplication chart, reading tracker) for students who are transitioning from 5th grade to middle school, to support independence as they move into having 5-6 different classes.

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Extended time to complete assignments (up to 50% more time)

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Extended time to complete assignments (up to 50% more time)

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https://www.cacareerzone.org/budget/

This survey has multiple choice answers with great visuals.
Will spit out a breakdown of monthly and yearly budget choices.

I keep the yearly amounts from previous IEPs above the current year's full breakdown.

Show's a student's growing maturity/understanding of an adult budget.

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Link to Resources for Returning to school Padlet

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Link to Resources for Returning to school Padlet

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https://padlet.com/jralph5/3m17lbpzh0yh1i7h

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Use graphic organizers to help sequence information for effective communication

Model brainstorming for generation of ideas

Explicitly teach about genres and writing to an audience

Present models of good writing with guidance in determining why the writing was effective for its purpose

Use word bank

Model brainstorm activities

Teach proof-reading strategies (e.g., COPS) or use a proof-reading buddy

Before writing letters or essays, create an outline to simplify and organize ideas

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https://padlet.com/jralph5/gfl7b494lsgijwu5

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https://padlet.com/jralph5/yyix1qlupbzop6fk

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Consider the use of evidence-based reading programs such as Alphabetic Phonics, Corrective Reading, DISTAR, Earobics, Fast Forward, Fundations, Great Leaps Reading, Horizons, Ladders to Literacy, LEXIA, LiPS, Phono-Graphix, Read Naturally, Reading Recovery, Read Well, Read 180, Rode to Code, SIPPS, Soar to Success, and Wilson Reading.

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Grammar checker (e.g., MS Word, Grammarly)

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Grammar checker (e.g., MS Word, Grammarly)

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Use graphic organizers to help summarize information

Model self-monitoring skills while reading, demonstrating how to stop and ask oneself if material/words have been understood

Teach cues for identifying main ideas such as looking for transition words

Repeat skills and vocabulary

Use mnemonics to help retrieve knowledge

Pre-teach vocabulary

Use a quick vocabulary book or reference wall

Relate information to prior knowledge

Chunk information

Create a language and experience a rich environment (e.g., label items in the house, name sights on the road, talk through activities, etc.)

Provide specific vocabulary instruction such as the meaning of common prefixes, suffices, and root words

Incorporate interests and prior knowledge areas into instructional activities

Encourage automatization of sound-symbol associations

Build sight word vocabulary

During reading comprehension tasks, use active reading techniques such as underlining, using a highlighter, re-reading, marking important parts, writing on margins of books, and using sticky notes while reading

Review prior knowledge before teaching new information

Check for comprehension at strategic points

Have students take turns making/asking questions and responding to questions about material being taught

Model self-monitoring for comprehension

Provide Elkonin boxes (boxes that have the shape of letters for students to fill in)

Emphasize sound-symbol associations in teaching decoding and spelling

Use explicit, systematic, synthetic phonics instruction

Use a whisper box to allow the student to hear their own reading

Use direct phonics instruction

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Identification of places to gain volunteer hours

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Identification of places to gain volunteer hours

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Speech & Language curriculum based therapy

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Speech & Language curriculum based therapy

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Consider the use of evidence-based math programs such as Hooda Math, IXL Math, Math in Focus, Number Rockets, Galaxy Math, ST Math, Dream Box, and Splash Math.

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Walk through Peralta college application

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Walk through Peralta college application

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Preferential seating away from distractions and in clear view of the board

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Preferential seating away from distractions and in clear view of the board

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Adaptive keyboard or stickers to adapt regular keyboard

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Adaptive keyboard or stickers to adapt regular keyboard

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Closed Captioning (view, save for later)

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Closed Captioning (view, save for later)

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Model problem solving through talking aloud

Teach patterns and relationships such as skip-counting or patterns on 100s chart to help learn multiplication facts

Attach number-line to desk to help with number sense and pattern recognition

Specifically teach the way a number or problem can be represented

Provide manipulatives in order to help make information concrete and less abstract

Have students explain their strategies when problem solving to expand solving options

Require the student to show their work

Teach math vocabulary

Convert story problems to visual representation

Teach synonyms for math vocabulary (e.g. sum = add = plus)

Provide a stepwise plan to follow during multiple-step problem solving or procedures (e.g.,. during regrouping, division)

Verbalize while solving problems and summarize at strategic points

Teach use of a number line or calculator

Use mnemonic techniques (e.g. PEMDAS: Parentheses, Exponents, Multiply, Divide, Add, and Subtract for order of operations)

Provide visual model of multi-step problem  (think color coded)

Explicitly teach a problem solving model (e.g., QDPAC: Question, Data, Procedure, Answer, Check)

Use graph paper to aid in aligning numbers

Color coding (different steps, different formulas, the addition sign/subtraction sign, etc.)

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Use of calculator or multiplication chart

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Use of calculator or multiplication chart

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Frequent checks for understanding of directions ex: "what is the first thing you need to do?", "tell me what we need to get from our cubbies"

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Frequent checks for understanding of directions ex: "what is the first thing you need to do?", "tell me what we need to get from our cubbies"

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create checklist of expected behaviors for specific activities and/or locations. 

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create checklist of expected behaviors for specific activities and/or locations. 

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Listening Device to amplify teacher voice

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Listening Device to amplify teacher voice

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Visual form of assessment chart. Have the name of the area of assessment, short description, picture that represents that subtest, then score and/or percentile. On the side of the chart, have the levels (above average, average, below average, etc.)

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Visual form of assessment chart. Have the name of the area of assessment, short description, picture that represents that subtest, then score and/or percentile. On the side of the chart, have the levels (above average, average, below average, etc.)

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- transition passport

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Right click on any web page or pdf

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Student 1 goal data sheet (year objectives)

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consumables, online

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gather manipulative