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 | 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 | |||||||||||||||||
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 | x | x | x | ||||
7 | 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 | x | x | |||
8 | 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 | x | x | x | x | |
9 | Modify curriculum content based on student's ability level | x | x | x | x | x | x | x | x | x | ||||||||||||||||||||
10 | Reduce readability level of materials | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
11 | 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 | x | x | x | x | ||||
12 | Use of calculator | x | x | x | x | x | x | x | x | |||||||||||||||||||||
13 | Use of a math grid | x | x | x | x | x | x | x | ||||||||||||||||||||||
14 | Access to electronic text (e.g. Downloaded books) | x | x | x | x | x | x | x | x | x | x | x | x | Some | ||||||||||||||||
15 | Provide books in read aloud format | x | x | x | x | x | x | x | x | x | x | x | x | Some | ||||||||||||||||
16 | 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 | x | x | x | x | x | x | |
17 | ||||||||||||||||||||||||||||||
18 | ORGANIZATION | |||||||||||||||||||||||||||||
19 | 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 | x | x | x | x | ||
20 | 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 | x | |||
21 | Use a consistent daily routine | 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 | ||||
22 | 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 | |||||||
23 | 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 | x | |
24 | 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 | x | ||||||
25 | Use of checklists | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||
26 | 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 | x | |||||||||
27 | 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 | x | x | x | |||||
28 | Provide organizational support through teacher websites | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
29 | Enlarge work space areas | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||||||||
30 | Require classroom notebooks and/or folders | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||
31 | ||||||||||||||||||||||||||||||
32 | INSTRUCTION | |||||||||||||||||||||||||||||
33 | 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 | x | ||
34 | 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 | |||
35 | 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 | |
36 | 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 | ||
37 | 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 | ||
38 | 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 | ||||
39 | 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 | x | x | x | x | x | x | x | ||
40 | Provide outline in advance of lecture | x | x | x | x | x | x | x | x | x | x | x | ||||||||||||||||||
41 | 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 | x | x | ||
42 | Emphasize multi-sensory presentation of data | 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 | Encourage use of mnemonic devices | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||
44 | 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 | ||
45 | 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 | ||
46 | 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 | ||
47 | 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 | |
48 | 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 | x | x | x | ||
49 | Provide easier tasks first | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||
50 | 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 | ||||||
51 | 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 | x | x | |
52 | 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 | |||||||
53 | 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 | |
54 | Read directions aloud | 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 | 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 | x | x | x | x | x | |
56 | 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 | ||||||||
57 | 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 | x | x | x | |
58 | 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 | x | x | x | x | x | |
59 | 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 | |||||||||||
60 | 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 | |||||
61 | ||||||||||||||||||||||||||||||
62 | ASSESSMENT | |||||||||||||||||||||||||||||
63 | 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 | x | x | x | |||
64 | 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 | x | |||||||
65 | Small group administration of classroom tests/quizzes | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||||||
66 | Provide larger white work space on quizzes and tests, particularly in math | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||
67 | Modified 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 | x | |||||
68 | Modify the content of 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 | x | |||||
69 | 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 | x | x | x | x | x | |||||
70 | Provide manipulative examples | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||||
71 | Develop charts, visual outlines, diagrams, etc. | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||||
72 | Verbally guide student through task steps | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
73 | Allow for oral rather than written responses on tests | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
74 | 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 | |||||||||||
75 | 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 | x | x | x | x | ||
76 | 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 | |||||||||
77 | 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 | x | x | x | |
78 | 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 | x | x | x | x | x | |||
79 | 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 | |||||||||||||||
80 | 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 | x | x | x | |||||||
81 | Read test aloud | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||||||
82 | Mark answers in test booklet | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||||||
83 | Alternate test-taking site | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
84 | ||||||||||||||||||||||||||||||
85 | ATTENTION/FOCUS | |||||||||||||||||||||||||||||
86 | 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 | |
87 | 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 | |
88 | Monitor on-task performance | 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 | |
89 | Arrange private signal to cue student to off-task behavior | 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 | |
90 | Establish and maintain eye contact when giving oral 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 | |
91 | Stand in proximity to student to focus attention | 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 | |
92 | Provide short breaks when refocusing is 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 | x | |
93 | Arrange physical layout to limit distractions | 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 | |
94 | Frequently ask questions to engage student | 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 | |
95 | Refocusing and redirection | 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 | |
96 | Behavior/time management system | 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 | |
97 | ||||||||||||||||||||||||||||||
98 | WRITTEN LANGUAGE | |||||||||||||||||||||||||||||
99 | Include brainstorming as a pre-writing activity | x | x | x | x | x | x | x | x | |||||||||||||||||||||
100 | Edit written work with teacher guidance | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x |