Professional Documents
Culture Documents
MARYLAND COALITION
FOR INCLUSIVE
_South
IEP Objectives:
Identify and name upper and lower
case letters
Use pictures or symbols to cue
sound of the consonant letters in
class while reading
Identify letters that represent
common words
Explore addition and subtraction
with objects, fingers, mental
images, drawings, sounds, acting
out, or verbal explanations
Represent addition and subtraction
with objects, fingers, mental
images, drawings, sounds, acting
out, or verbal explanations,
expressions or equations
MARYLAND COALITION
FOR INCLUSIVE
MARYLAND COALITION
FOR INCLUSIVE
Classroom Participation
STUDENT: __Johnathon_________________ Grade: __2___ School _South
Penn________
When:
Students are
expected to:
The focus
student will:
We will provide
these supports:
The teacher
is talking
Look at teacher
Look at teacher
-specific spot on
carpet away from
distracting
materials
-peer models
-Reminder to stop,
look, listen with
hand actions and
symbols
Teacher
guided whole
class
discussion
Look at teacher
Look at teacher
Cooperative
group or pair
activities
To talk to peers
within group
Stay on task
Stay on task
-something related to
what to do when his
job is done
Raise hand if
something is unclear
Raise hand if
something is
-what to do instead of
tattling
Use an appropriate
voice level
unclear
Use an appropriate
voice level
Teacherdirected
small
groups/guide
d reading
(ability
grouped)
Stay on task
Stay on task
Ask questions if
needed
Ask questions if
needed
Individual
seatwork
-use resources in
the classroom to
help them
-complete task
-complete task
-followed direction
for when activity is
completed
-followed direction
for when activity is
completed
extra pencils
-usually doesnt finish
work- modified tasks
Using
technology(la
ptops for
math
practice)
-complete
assignment
-complete
assignment
-use appropriately
-use appropriately
-differentiated skills
-peer supports?
-color-coded visual
supports for the
keyboard
-technology supports
ADATPED BY: MARYLAND COALITION FOR INCLUSIVE EDUCATION, 2006 FROM THE UNIVERSITY OF NEW HAMPSHIRE,
INSTITUTE ON DISABILITY
Daily Routines
Students are
expected to:
The focus
student will:
We will provide
these supports:
Arrival &
Dismissal
-teacher or IA help
to choose breakfast
(with spoon, napkin,
etc. organization)
-walk into
classroom
-folder and
assignment
notebook in desk
-reminders (counting
down time)
-follows routine for
clean-up, doesnt
eat off floor
-make breakfast
choice and eat at
desk, clean up
Morning
routine
--take out
homework and
assignment
notebook to be
checked by teacher
-excused from
homework
-opportunities for
functional skills
jobs
-student collects
homework
-stay in seat
Lunch
-come down to
cafeteria
-come down to
cafeteria
-reminders of table
number
-wait in line to be
seated
-wait in line to be
seated
-sit at table
-sit at table
-wait to be dismissed
to lunch line
-wait to be
dismissed to lunch
line
-reminders to not
take food or eat food
off floor
-tell an adult or
choose lunch item
-what to do when he
is done
Recess
Navigating
hallway and
locker
Transitioning
from one
subject/class
to another
Using
bathrooms
ADATPED BY: MARYLAND COALITION FOR INCLUSIVE EDUCATION, 2006 FROM THE UNIVERSITY OF NEW HAMPSHIRE,
INSTITUTE ON DISABILITY
Students are
expected to:
The focus
student will:
Students
arrive in
classes
Students are
working in
cooperative
groups
The teacher
is calling for
answers to
questions
During lunch
in the
cafeteria
The student
needs help
or is
confused
To initiate
conversation
on ageappropriate
topics
During
recess
During
independent
free choice
activities
We will provide
these supports:
ADATPED BY: MARYLAND COALITION FOR INCLUSIVE EDUCATION, 2006 FROM THE UNIVERSITY OF NEW HAMPSHIRE,
INSTITUTE ON DISABILITY
SAMPLE
Areas of
Focus
Actions/Strategies:
By whom
Collaborative
Teaming
among service
providers
Delivering
Accommodatio
ns,
Supplementar
y
Aids/Services
and Program
Modifications
Delivering
Related
services
Equipment,
Materials, and
Assistive
Technology
2000
By when
SAMPLE
Areas of
Focus
Actions/Strategies:
By whom
Physical and
Environmental
Arrangements
Personal care
Behavior
Support
Home / School
Communicatio
n
Safety
(including
evacuation
plans)
Team Planning
Disability
Awareness
Professional
Development
for Staff/
Family
2000
By when
SAMPLE
Areas of
Focus
Actions/Strategies:
By whom
Support
Other
2000
By when