Name: Cynthia Ramos PLC Disability ____ADHD____________
PLC Group Members : Dawn Nowlin and 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)
get to know your students, let them tell you stories Support student’s participation in the classroom
ask the student to talk with you about what they need Use peer mediation
share your own stories with your students Social skills classes/lessons
pause during lessons to let students buddy share Problem/conflict solving sessions
help students learn to negotiate relationships with peers Avoid bringing differences between ADHD students and
their classmates
teach social conventions explicitly Use cooperative learning strategies
classroom peers deliver interventions Follow-along reading
classwide peer tutoring in math, spelling, or reading Partner reading
develop positive partnerships among school professionals Story telling
through collaboration
Teachers may specifically collaborate with school counselors to Playacting
help identify and implement conflict resolution interventions and
improved communication
strategies for students with ADHD
Conflict resolution training may be helpful for children with Post office
ADHD, their teachers, and
family members.
Partner spelling activities
Partnering for math activities
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)
involve students in the lesson to ensure they stay on task Have self management systems for students
explicitly teach what paying attention looks like, and practice Token Economy System
that
have a secret signal for student to refocus and enter the Use tangible rewards
learning
share calming techniques with students Use behavioral contracts and management plans
limit negative interactions with the student Positive behavioral interventions and supports
create opportunities to focus by allowing student to listen with Functional Behavioral Assessment
eyes closed or give them a place in room to look at and
contingent positive reinforcement in the form of teacher praise Calming manipulatives
or token reinforcement
remove token reinforcers for negative and off task behavior Remove nuisance items
self-management interventions Set behavior expectations
Identifying strategies to ensure medication compliance can Support students participation in the classroom
minimize preventable, negative impacts on student’s academic
performance.
Having school hour dosage time(s) written into the student’s Recorded books- This engages students within the reading
journal.
The teacher setting an alarm on their phone to remind the Movement activities
student it’s time for his/her dosage.
Having an hour-glass or egg timer started at a time right after
recess (or whatever set activity is close to dosage time)
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)
allow students to work outside the classroom, away from Help students focus by reminding them to keep working and to focus
distractions on their assigned task/
make the classroom feel like a safe place for learners Monitor the noise level in the classroom and provide corrective
feedback as needed
seat student near the from of the room, and away from talkative Provide advance warning that the lesson is about to end.
students
replace ticking clock for a digital or silent on in classroom Establish a fixed time each day for silent reading
turn off the ringer/ noise on all phones in classroom Standards for writing assignments- ensure that they are clear
seat student facing away from windows or doors Quiet place for handwriting
leaving only a few decorations up and just rotating the Special writing paper
appropriate ones throughout the year
have a visitor policy in classroom (when a student can knock
on the door in non emergencies)
computer assistance
strategically post and review rules
Teachers could allow time in the classroom for individualized
study time with a tutor, such as an older student or classroom
volunteer
The use of one-on-one tutors may re-duce stress related to
assignment completion
for the student, parents, and teachers.
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)
give students tasks such as handing out papers to practice State needed materials.
organization
reduce the amount of papers the students bring back and Highlight key points in instruction and on worksheets
forth to class
post assignments online Make available to students a second set of books that they can
keep at home so that they don’t lose track of them
give opportunities for students to present information in a Spacing words on a page
skit or report which can reduce the amount of papers
record the lesson (with note taking or recording) Creating a daily activity schedule for students to know the system
day-to-day
share the plan with the students
In-class tutor could work with the student one-on-one,
assisting
the student to get organized
Teachers could also help parents identify appropriate after-
school tutors to help ensure homework assignments are
regularly completed
Organizational training on being able to keep track of and
submit homework and other in-class assignments.
Consistency of the use and teaching of orga-nizational skills
Two pocket folder wherein the left side is ded-icated to work
to be completed each day and the right to work that is
completed by the end of each day/night
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)
give your lesson with 5-10 minutes of lecture at a time Select appropriate instructional practices
alter the length and/or frequency of lessons Teach according students IEP
determine if a similar routine at each lesson is better or Review previous lesson
whether it should be more varied from subject to subject
maintain a swift instructional pace Set learning expectations
take time to review Simplify instructions, choices and scheduling
give instruction in relevant skills that require remediation Be predictable
Follow up directions with oral and written directions
Preview the next lesson
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)
Use audio visual materials
Use assistive technology
Mnemonics for Phonics/word Families
Handwriting Programs
Color coded letters
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 tasks to address Divide work into smaller units
sequencing problems
cut back on the number of problems assigned , Check assignments
provide students with task choices when given classroom Storyboard
assignments
Word Bank
Board Game/Computer game for reading comprehension
Picture letter charts
Recognizing parts of the story
Visualize Composition
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)
Check student performance
Ask probing questions
Perform ongoing student evaluation
Help students correct their own mistakes
Eliminate or reduce frequency of timed tests
Sources:
Adams, Caralee. "Girls and ADHD." Instructor, Apr. 2007, pp. 31-35.
DuPaul, George J., et al. "ADHD in the Classroom: Effective Intervention Strategies." Theory into Practice, vol. 50, no. 1, Jan.
jhj2011, pp. 35-42. EBSCOhost, doi:10.1080/00405841.2011.534935.
Hamilton, Nancy J. and Randall L. Astramovich. "Teaching Strategies for Students with ADHD: Findings from the Field." Education,
jhjvol. 136, no. 4, 01 Jan. 2016, pp. 451-460. EBSCOhost,
jhjlogin.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1104213.
Henderson, Kelly. Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 2008. U.S.
jhjOffice of Special Education Programs, U.S. Dept. of Education, 2008.
Medoff, Lisa. "Building Bridges with Students Who Have ADHD." Educational Leadership, Sept. 2016,
pp. 45-48.
Melago, Kathleen A. “Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons.” Music
jhjEducators Journal, vol. 101, no. 2, 2014, pp. 37–43., doi:10.1177/0027432114547764.
