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FOR STAFF
Student Learning Outcomes
Reports
SARCs
Summer
School College of Marin
(COM)
Marin County Office
of Education
Special
Education – County SELPA
Marin Teaching Network
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CURRICULUM & INSTRUCTION SUPPORT
SPECIAL EDUCATION SERVICES: Teacher Handbook
DEPARTMENT STRATEGIES AND ACCOMMODATIONS
ENGLISH
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Reading
- Books on Tape
- Cliffnotes/Sparknotes
- Daily/weekly reading expectations
- Outlines/study guides for reading
- Critical vocabulary lists
- Audio-visuals
- Buddy reading
- Oral assessment
- Allow abridged version of novel if appropriate
- Teach highlighting of main concepts
- Teach note-taking for main characters, events, and story line
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Writing
- Post writing process on wall and provide handout
- Give assignments in writing with rubric
- Provide writing sample
- Daily writing on known topics or journal entries
- Teach proof reading skills by re-reading orally
- Peer editing
- Develop checklist for composition skills
- Break longer assignments into small specific stages
- Teach report writing skills such as outlining
- Develop interactive notebook with student
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SOCIAL
STUDIES
- Provide students with weekly syllabus and monthly calendar of assignments
and tests
- Provide students with a copy of teacher notes and outline of the day’s
lesson (to create a context)
- Provide study guides for tests and time for review (explain test format)
- Teach pre-reading strategies for text:
- Note all bold print and pictures/charts in chapter
- Note prior knowledge of subject
- Highlight key concepts to be learned
- Provide very clear expectations/requirements (oral and written) for
all assignments and repeat several times
SCIENCE
- Pre-reading/Pre-organize
Main points, simple outline, vocabulary
- Reading
Alternate texts and outside material
- Pre-lab
Big picture, vocabulary, flow chart
- Labs
Provide good examples of data and graphs, thoughtful pairings of students,
visual and graphic aides, “practice” procedures before real
data collection
- Research Projects
Calendar with established timelines, allow extra days for assignments
(turn in 1/2 on the due date, and the other half the next day)
- Classroom lecture/discussions
Check for understanding (one-on-one) on a daily basis, provide class
notes. Remember learning styles!
- Exams
Provide study guides and time for review, provide sample questions for
practice, allow extended time, and offer retakes
- Organization
Expect students to organize student binder with specific sections and
provide a model
MATHEMATICS
- Allow Math tools (multiplication table, calculator, graphing programs,
computer software programs, etc.)
- Allow visual tools (note card for formulas, charts, number-line, concrete
objects to clarify concepts, etc.)
- Provide copy of teacher notes and overheads
- Homework
Shorter assignments,extra time, grade on completion and effort not accuracy,
check it daily
- Tests
Practice tests, study guides, extra time, math tools
- Allow project-based learning
- Cooperative learning, and peer tutoring
- Require Office Hour time
- Teach math vocabulary
FOREIGN
LANGUAGE
- See English accommodations for reading and writing
- Provide oral and visual instructions
- Provide weekly syllabus, notes, outlines and study guides for exams
and outcomes
- Allow use of a computer for written assignments
- Use examples of both written and oral foreign language and English
on overhead (e.g. what is read is spoken, what is spoken is written)
- Allow extended time for tests and written assignments if needed
- Allow project-based learning, cooperative… and peer tutors
FINE/PERFORMING
ARTS
- Consultation/collaboration with Special Ed. (determine interests,
strengths, special needs, social interaction, learning style, behavioral
issues, fine motor skills,etc.)
- Provide written outline of class expectations and syllabus
- Provide oral and written instructions for projects
- Provide student sample of good work
- Position student near role model student
PHYSICAL
EDUCATION
- Consultation/collaboration with Special Ed. (determine gross and fine
motor skills, medical problems, social interaction, learning style,
behavioral issues, special needs, etc.)
- Give both oral, visual, and physical instructions (repeat directions
and give assignment in writing)
- Sportsfolio accommodations: see English writing
- Maintain close proximity to student
- Position student near role model student
- Provide tape or outline on rules of sport, critical vocabulary, assignments,
sport-folio example, etc.
- Use positive, yet firm language
- Consider specific safety concerns
TECHNOLOGY
- Provide critical vocabulary lists
- Provide syllabus and weekly assignments
- Provide example of student work
- Allow extra time for tests and projects
- Allow cooperative learning and peer tutoring
- Design project centered learning
- Determine student strengths and interests
- Determine student’s physical limitations from IEP (gross and
fine motor skills)
- Determine safety concerns
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Administration
| Board | Parents/Students
| For Staff | Modernization
| Fiscal Info