A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | ||
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1 | SPECIAL EDUCATION - Addendum | ELA | MATH | SCIENCE | SOCIAL STUDIES | WORLD LANGUAGE | HEALTH & PE | VISUAL AND PERFORMING ARTS | ||||||||||||||||||||||
2 | K-2 | 3-5 | 6-8 | 9-12 | K-2 | 3-5 | 6-8 | 9-12 | K-2 | 3-5 | 6-8 | 9-12 | K-2 | 3-5 | 6-8 | 9-12 | K-2 | 3-5 | 6-8 | 9-12 | K-2 | 3-5 | 6-8 | 9-12 | K-2 | 3-5 | 6-8 | 9-12 | ||
3 | CONTENT/MATERIAL | |||||||||||||||||||||||||||||
4 | Access to accurate notes | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
5 | Provide copy of class notes | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
6 | Additional time to complete tasks/long-term projects with adjusted due dates | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||
7 | Adjust number of items student is expected to complete | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||
8 | Limit number of items student is expected to learn at one time | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||||||
9 | Allow extra time for task completion | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
10 | Allow verbal rather than written responses | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
11 | Modify curriculum content based on student's ability level | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||
12 | Reduce readability level of materials | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||
13 | Allow typed rather than handwritten responses | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||
14 | Use of calculator | x | x | x | x | x | x | x | x | |||||||||||||||||||||
15 | Use of a math grid | x | x | x | x | |||||||||||||||||||||||||
16 | Access to electronic text (e.g. Downloaded books) | x | x | x | x | x | x | x | x | |||||||||||||||||||||
17 | Provide books on tape, CD or read aloud computer software | x | x | x | x | x | x | x | x | x | ||||||||||||||||||||
18 | Modified homework assignments (modify content, modify amount, as appropriate) | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||
19 | ||||||||||||||||||||||||||||||
20 | ORGANIZATION | |||||||||||||||||||||||||||||
21 | Assistance with organization of planner/schedule | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
22 | Assistance with organization of materials/notebooks | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
23 | Use a consistent daily routine | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||
24 | Assist student in setting short-term goals | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
25 | Break down tasks into manageable units | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||
26 | Provide benchmarks for long-term assignments and/or projects | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||
27 | Use of checklists | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||
28 | Use of an assignment notebook or planner | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||
29 | Check homework on a daily basis | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||
30 | Provide timelines for work completion | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||
31 | Develop monthly calendars with assignment due dates marked | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||||||
32 | Provide organizational support through teacher websites | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
33 | Enlarge work space areas | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
34 | Provide organizers/study guides | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||
35 | Require classroom notebooks and/or folders | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||||
36 | ||||||||||||||||||||||||||||||
37 | INSTRUCTION | |||||||||||||||||||||||||||||
38 | Frequently check for understanding | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||
39 | Color code important information | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
40 | Simplify task directions | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||
41 | Provide hands-on learning activities | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |
42 | Provide modeling | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |
43 | Provide guided instruction | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |
44 | Modify pace of instruction to allow additional processing time | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||
45 | Provide small group instruction | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||
46 | Present information via the visual modality(written material to supplement oral explanation, models, illustrations, assignments written on board) | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||
47 | Provide outline in advance of lecture | x | x | x | x | x | x | x | ||||||||||||||||||||||
48 | Demonstrate directions and provide a model or example of completed task | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
49 | Emphasize multi-sensory presentation of data | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||
50 | Encourage use of mnemonic devices | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||
51 | Provide oral as well as written instructions/directions | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||
52 | Allow for repetition and/or clarification of directions, as needed | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||
53 | Reinforce visual directions with verbal cues | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||
54 | Give direct and uncomplicated directions | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |
55 | Orient to task and provide support to complete task | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
56 | Provide easier tasks first | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||
57 | Help to develop metacognitive skills (self-talk and self-correction) | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
58 | Directions repeated, clarified or reworded | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||
59 | Have student demonstrate understanding of instructions/task before beginning assignment | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||
60 | Allow wait time for processing before calling on student for response | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |
61 | Read directions aloud | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||
62 | Administer work in small segments | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
63 | Provide visual models of completed tasks | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
64 | Give verbal as well as written directions | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
65 | Use interests to increase motivation | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
66 | Use marker (e.g. index card, ruler) for visual tracking | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||
67 | Enlarge print | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||
68 | ||||||||||||||||||||||||||||||
69 | ASSESSMENT | |||||||||||||||||||||||||||||
70 | Modified grading | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
71 | Additional time to complete classroom tests/quizzes | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
72 | Announce test with adequate prep time | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||
73 | Small group administration of classroom tests/quizzes | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||
74 | Provide larger white work space on quizzes and tests, particularly in math | x | x | x | x | x | ||||||||||||||||||||||||
75 | Modified tests/quizzes | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||
76 | Modify the number of choices on tests/quizzes | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||||
77 | Modify length of test | x | x | x | x | x | x | x | x | x | ||||||||||||||||||||
78 | Modify the content of tests/quizzes | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||
79 | Adjust test format to student's ability level | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||
80 | Provide manipulative examples | x | x | x | x | x | x | x | x | x | ||||||||||||||||||||
81 | Develop charts, visual outlines, diagrams, etc. | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||
82 | Verbally guide student through task steps | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||||
83 | Allow for oral rather than written responses on tests | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||||||
84 | Allow for oral follow-up for student to expand on written response | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||
85 | Allow use of a computer | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
86 | Provide a word bank for fill-in-the blank tests | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||||||||
87 | Allow dictated responses in lieu of written responses | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||
88 | Do not penalize for spelling errors | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
89 | Allow typed rather than handwritten responses | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||
90 | Allow student to circle responses directly on test rather than use Scantron | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||
91 | Provide word banks for recall tests | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||
92 | Read test aloud | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||
93 | Allow student to make test corrections for credit | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
94 | Mark answers in test booklet | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||
95 | Point to response | |||||||||||||||||||||||||||||
96 | Alternate test-taking site | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
97 | ||||||||||||||||||||||||||||||
98 | ATTENTION/FOCUS | |||||||||||||||||||||||||||||
99 | Seat student near front of room | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |
100 | Preferential seating | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x |