Name __________Cynthia Ramos________________ PLC Disability: ED/BD

PLC Group Members ______Dawn Noelin, Sarah Steffen___________________________________________

Please closely follow: (1) rubric; and (2) “Preparing for PLC” document to ensure full credit.

SOCIAL INTERACTION SUPPORTS (highlighted in pink)

Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with
peers and adults?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Be mindful of individual characteristics of fatigue, Personal notes from teachers or paraprofessionals

agitation, and frustration in your students

Provide students certain degrees of peer interaction Peer support

Deliver feedback to students consistently Show personal interest in the students

Provide frequent feedback to students Be careful not to embarrass a student when presenting
reinforcement

Include students in social skills groups and increase Develop a relationship with every student to establish
supervision during lunch and recess to ensure there are no trust and commitment
problems during these times

positive behavior support/social skill instruction Choose your words carefully, one comment can
destroy a relationship with a student
reinforcement following appropriate social behavior Maintain a positive classroom environment

classwide peer tutoring/ cooperative learning/ cross age Demonstrate trust by showing you value the student
tutoring

peer modeling Identify students strengths and give them unique jobs
in the classroom

peer reinforcement Communicate with child, as well as parents or

guardians about problems and issues

life space interviewing (pg 26)

Utilize peer note takers

 BEHAVIORAL SUPPORTS (highlighted in blue)

Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles
with appropriate behavior?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Work with parents to create structured routines to help Giving all students immediate encouragement and specific
with behavior throughout the day feedback

Provide students with a short break during the day Use hands-on, experiential learning activities
between assignments

Maintain positive calm and encouraging during Use awards, Bonus points, accomplish sheets, personal
interactions notes, novel rewards

Use functional behavior assessments Highlight behavioral and academic successes

Promote positive support, and feedback Helping students comply with rules and expectations
Design interventions that that address skill deficiencies Respond to student behavior in a positive way

Employ preventative measures Positive Reinforcement

functional behavioral assessment-based interventions Create a positive behavior management system in the
classroom

self management/monitoring/self evaluating system in

place

teaching desires replacement behavior

self instruction

goal setting

token reinforcement system

Add movement during or between tasks

Use cues (to begin, to stay on task, etc)

academic contracting
 ENVIRONMENTAL SUPPORTS (highlighted in green)

Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with
this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Minimize distractions in the environment Having students recite in unison

Keep the schedule consistent Follow low interest activities with higher interest activities

Provide smaller, secluded, and less distracting testing Use age appropriate technology
environments

Ensure the classroom is inclusive of all students Establish routines

Develop a crisis management plan, which plans for a Reflection Time

location for the student to cool off, then have a backup
plan.

opportunities to respond during instruction empower

choral responding Empower students with a sense of belonging

structured instructional system “Control” versus “Manage”

cubicle seating Maintain a positive learning environment

choice of use of free time Communicated expectations both verbalized and visually
support students

Have familiar people administer assessments

Use untimed tests

Add music or accompanied sounds

Use adaptive or special furniture (ex. Therapy ball)

 ORGANIZATIONAL SUPPORTS (highlighted in orange)

Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing
their personal belongings, their workspace, their backpack/locker as well as their papers for this class. Also, how can I
support them in the area of time management? This includes keeping track of assignments and deadlines.”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Provide flexible scheduling Break down assignments into smaller ones

Use pictures and graphics for students schedule Teach students of assignments, grades, and targeted
behaviors

Give student advanced notice of changes to the Daily record of work assignments and accomplishments
schedule

Help students take on manageable goals and timelines Visual schedule for school everyday

Modify time constraints for students

Use procedures and routines

Mnemonic devices
Story mapping

Establish frequent deadlines

Use templates
 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the
needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Provide additional instruction for students, such as a Keep lesson objectives clear
scribe or note taker

learning strategies instruction Deliver lessons in a lively manner

direct instruction Use clear language

effective lesson components Model strategies such as thinking aloud.

mediated scaffolding Prompt students answers

employ rapid pacing during whole group discussions Avoid Digressions

 provide students with necessary info so that they can Advance notice
respond appropriately

strategy instruction Give verbal directions

Modify pace of instruction for students

 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals,
handouts, smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of
students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Give students additional time to acquire skills like main idea, Use meaningful materials and manipulatives
and concept mapping

Use flexible teaching styles to change style of presentation Use interesting visual and auditory presentations
and length of activity

Utilize graph paper

Utilize graphic organizers

curricular and material modification

modify worksheets and other seat work so it is at the correct

level for he student
 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work
and independent practice- that will meet the learning needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Break down assignments into smaller chunks

Shorten task length

curriculum based assessment/measurement

written feedback
 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning
needs of students with this disability while accurately assessing mastery of the lesson objectives?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Teach students appropriate goal setting

Citations:
Cash, Ralph. "Mood Disorders: What Parents and Teachers Should Know." NASP Communique, vol. 35, no.
3, Nov. 2006.
Educational Strategies for Children with Emotional and Behavioral Problems. Washington DC, Mar. 2000.

Harrison, Judith R., et al. "Educational Accommodations for Students with Behavioral Challenges: A Systematic Review of
the Literature." Review of Educational
Research, vol. 83, no. 4, 01 Dec. 2013, pp. 551-597. EBSCOhost,

Killu, Kim. "Understanding and Developing Academic and Behavioral Interventions for Students with Bipolar Disorder.
"Interventions in School and Clinic, vol. 43, no. 4, 2008, pp. 244-51.

Lewis, Timothy J., et al. "Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach
and Brief Review of Current Practices." Behavioral Disorders, vol. 29, no. 3, May 2004, pp. 247-259.
EBSCOhost,login.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=
3644081&site=eds-live.

Regan K. Improving the Way We Think about Students with Emotional and/or Behavioral Disorders. TEACHING
Exceptional Children [serial online]. January 1,
2009;41(5):60-65. Available from: ERIC, Ipswich, MA. Accessed May 2, 2018.

Ryan, Joseph B., et al. “Evidence-Based Teaching Strategies for Students With EBD.” BeyondBehavior, 2008, pp. 22–29.

Souma, Alfred. "Academic Accommodations for Students with Psychiatric Disabilities." U.S Department
of Education (ERIC), 2002, pp. 2-6.