Instructional Strategies Plan (Collaborative with Grades 3-5 Special Education teacher)

Having two students with identified impairments or disabilities, I took the initiative to meet with the
Grades 3-5 Special Education Teacher who provides direct services and instruction to one of the students
and oversees meetings and files for the other, but has provided direct instruction in the past for that
student as well. It was important for me to get her perspective and work together to facilitate a plan to
meet the diverse needs of these two students. A recent change in behaviors for one of the students
spurred my desire to gain more insight into what I could do more effectively in the classroom,
understanding that my colleagues are professional resources. The plan for each learner is based on
accommodations listed in their IEPs, the Special Education teachers past experiences with the students,
and my observations. We both agreed that we want to promote the students strengths through the
accommodations that we will be consistent in implementing. Among this students strengths are critical
thinking, showing compassion for his peers, and creative writing.

Plan for Student 1

I will set a timer from the start of each period and allow for sensory breaks every 45 minutes.
The student enjoys squeezing putty, going for walks, and writing rap lyrics, so if he seems to be
losing focus these would be options for quick breaks.
I will modify instructional strategies and forms of assessment to allow use of technology as much
as possible, as well as heavily incorporating visuals in various formats into all learning involving
the student.
Before expecting an immediate response from the student, I will make sure that I have his
attention.
I will use gestures and changes in my tone of voice to cue important information, as well as
explicitly stating and restating as appropriate.
Check-ins with the student will occur every 5 minutes to make sure that the student is exhibiting
on-task behavior.
I will assist the student in starting tasks so that he uses his time efficiently.
I will clearly state limits and expectations on a regular basis, especially at the beginning of
instructional time and during transitions.

R.S. - OHI (ADHD)

Benefits from the use of technology
Scheduled sensory breaks throughout the day
Sensory tools as needed
Visuals tools for tasks as needed
Seating for optimal attention
Gain students attention before speaking
Cue important information
Frequent check-ins
Assist with task initiation
Clear, consistent, defined limits and expectations