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Error(s(163))}Jd||512&t.flags&&sr(t)}catch(h){_l(t,t.return,h)}}if(t===e){Xd=null;break}if(null!==(a=t.sibling)){a.return=t.return,Xd=a;break}Xd=t.return}}function Tr(e){for(;null!==Xd;){var t=Xd;if(t===e){Xd=null;break}var a=t.sibling;if(null!==a){a.return=t.return,Xd=a;break}Xd=t.return}}function Nr(e){for(;null!==Xd;){var t=Xd;try{switch(t.tag){case 0:case 11:case 15:var a=t.return;try{ir(4,t)}catch(r){_l(t,a,r)}break;case 1:var n=t.stateNode;if("function"===typeof n.componentDidMount){var i=t.return;try{n.componentDidMount()}catch(r){_l(t,i,r)}}var s=t.return;try{sr(t)}catch(r){_l(t,s,r)}break;case 5:var o=t.return;try{sr(t)}catch(r){_l(t,o,r)}}}catch(r){_l(t,t.return,r)}if(t===e){Xd=null;break}var d=t.sibling;if(null!==d){d.return=t.return,Xd=d;break}Xd=t.return}}var Ur,_r=Math.ceil,Or=w.ReactCurrentDispatcher,Sr=w.ReactCurrentOwner,Ir=w.ReactCurrentBatchConfig,Br=0,Pr=null,Zr=null,xr=0,Dr=0,Ar=Ui(0),Mr=0,Cr=null,qr=0,Er=0,zr=0,Rr=null,Lr=null,jr=0,Wr=1/0,Fr=null,Hr=!1,Yr=null,Vr=null,Kr=!1,Gr=null,Qr=0,Jr=0,$r=null,Xr=-1,el=0;function tl(){return 0!==(6&Br)?Je():-1!==Xr?Xr:Xr=Je()}function al(e){return 0===(1&e.mode)?1:0!==(2&Br)&&0!==xr?xr&-xr:null!==fs.transition?(0===el&&(el=ft()),el):0!==(e=vt)?e:e=void 0===(e=window.event)?16:Qt(e.type)}function nl(e,t,a,n){if(50<Jr)throw Jr=0,$r=null,Error(s(185));bt(e,a,n),0!==(2&Br)&&e===Pr||(e===Pr&&(0===(2&Br)&&(Er|=a),4===Mr&&rl(e,xr)),il(e,n),1===a&&0===Br&&0===(1&t.mode)&&(Wr=Je()+500,zi&&ji()))}function il(e,t){var a=e.callbackNode;!function(e,t){for(var a=e.suspendedLanes,n=e.pingedLanes,i=e.expirationTimes,s=e.pendingLanes;0<s;){var o=31-ot(s),d=1<<o,r=i[o];-1===r?0!==(d&a)&&0===(d&n)||(i[o]=ht(d,t)):r<=t&&(e.expiredLanes|=d),s&=~d}}(e,t);var n=ut(e,e===Pr?xr:0);if(0===n)null!==a&&Ke(a),e.callbackNode=null,e.callbackPriority=0;else if(t=n&-n,e.callbackPriority!==t){if(null!=a&&Ke(a),1===t)0===e.tag?function(e){zi=!0,Li(e)}(ll.bind(null,e)):Li(ll.bind(null,e)),oi((function(){0===(6&Br)&&ji()})),a=null;else{switch(wt(n)){case 1:a=Xe;break;case 4:a=et;break;case 16:default:a=tt;break;case 536870912:a=nt}a=Pl(a,sl.bind(null,e))}e.callbackPriority=t,e.callbackNode=a}}function sl(e,t){if(Xr=-1,el=0,0!==(6&Br))throw Error(s(327));var a=e.callbackNode;if(Nl()&&e.callbackNode!==a)return null;var n=ut(e,e===Pr?xr:0);if(0===n)return null;if(0!==(30&n)||0!==(n&e.expiredLanes)||t)t=bl(e,n);else{t=n;var i=Br;Br|=2;var o=fl();for(Pr===e&&xr===t||(Fr=null,Wr=Je()+500,hl(e,t));;)try{vl();break}catch(r){ml(e,r)}ks(),Or.current=o,Br=i,null!==Zr?t=0:(Pr=null,xr=0,t=Mr)}if(0!==t){if(2===t&&(0!==(i=mt(e))&&(n=i,t=ol(e,i))),1===t)throw a=Cr,hl(e,0),rl(e,n),il(e,Je()),a;if(6===t)rl(e,n);else{if(i=e.current.alternate,0===(30&n)&&!function(e){for(var t=e;;){if(16384&t.flags){var a=t.updateQueue;if(null!==a&&null!==(a=a.stores))for(var n=0;n<a.length;n++){var i=a[n],s=i.getSnapshot;i=i.value;try{if(!dn(s(),i))return!1}catch(d){return!1}}}if(a=t.child,16384&t.subtreeFlags&&null!==a)a.return=t,t=a;else{if(t===e)break;for(;null===t.sibling;){if(null===t.return||t.return===e)return!0;t=t.return}t.sibling.return=t.return,t=t.sibling}}return!0}(i)&&(2===(t=bl(e,n))&&(0!==(o=mt(e))&&(n=o,t=ol(e,o))),1===t))throw a=Cr,hl(e,0),rl(e,n),il(e,Je()),a;switch(e.finishedWork=i,e.finishedLanes=n,t){case 0:case 1:throw Error(s(345));case 2:case 5:Tl(e,Lr,Fr);break;case 3:if(rl(e,n),(130023424&n)===n&&10<(t=jr+500-Je())){if(0!==ut(e,0))break;if(((i=e.suspendedLanes)&n)!==n){tl(),e.pingedLanes|=e.suspendedLanes&i;break}e.timeoutHandle=ni(Tl.bind(null,e,Lr,Fr),t);break}Tl(e,Lr,Fr);break;case 4:if(rl(e,n),(4194240&n)===n)break;for(t=e.eventTimes,i=-1;0<n;){var d=31-ot(n);o=1<<d,(d=t[d])>i&&(i=d),n&=~o}if(n=i,10<(n=(120>(n=Je()-n)?120:480>n?480:1080>n?1080:1920>n?1920:3e3>n?3e3:4320>n?4320:1960*_r(n/1960))-n)){e.timeoutHandle=ni(Tl.bind(null,e,Lr,Fr),n);break}Tl(e,Lr,Fr);break;default:throw Error(s(329))}}}return il(e,Je()),e.callbackNode===a?sl.bind(null,e):null}function ol(e,t){var a=Rr;return e.current.memoizedState.isDehydrated&&(hl(e,t).flags|=256),2!==(e=bl(e,t))&&(t=Lr,Lr=a,null!==t&&dl(t)),e}function dl(e){null===Lr?Lr=e:Lr.push.apply(Lr,e)}function rl(e,t){for(t&=~zr,t&=~Er,e.suspendedLanes|=t,e.pingedLanes&=~t,e=e.expirationTimes;0<t;){var a=31-ot(t),n=1<<a;e[a]=-1,t&=~n}}function ll(e){if(0!==(6&Br))throw Error(s(327));Nl();var t=ut(e,0);if(0===(1&t))return il(e,Je()),null;var a=bl(e,t);if(0!==e.tag&&2===a){var n=mt(e);0!==n&&(t=n,a=ol(e,n))}if(1===a)throw a=Cr,hl(e,0),rl(e,t),il(e,Je()),a;if(6===a)throw Error(s(345));return e.finishedWork=e.current.alternate,e.finishedLanes=t,Tl(e,Lr,Fr),il(e,Je()),null}function cl(e,t){var a=Br;Br|=1;try{return e(t)}finally{0===(Br=a)&&(Wr=Je()+500,zi&&ji())}}function pl(e){null!==Gr&&0===Gr.tag&&0===(6&Br)&&Nl();var t=Br;Br|=1;var a=Ir.transition,n=vt;try{if(Ir.transition=null,vt=1,e)return e()}finally{vt=n,Ir.transition=a,0===(6&(Br=t))&&ji()}}function ul(){Dr=Ar.current,_i(Ar)}function hl(e,t){e.finishedWork=null,e.finishedLanes=0;var a=e.timeoutHandle;if(-1!==a&&(e.timeoutHandle=-1,ii(a)),null!==Zr)for(a=Zr.return;null!==a;){var n=a;switch(ts(n),n.tag){case 1:null!==(n=n.type.childContextTypes)&&void 0!==n&&Di();break;case 3:io(),_i(Bi),_i(Ii),po();break;case 5:oo(n);break;case 4:io();break;case 13:case 19:_i(ro);break;case 10:Ts(n.type._context);break;case 22:case 23:ul()}a=a.return}if(Pr=e,Zr=e=Al(e.current,null),xr=Dr=t,Mr=0,Cr=null,zr=Er=qr=0,Lr=Rr=null,null!==Os){for(t=0;t<Os.length;t++)if(null!==(n=(a=Os[t]).interleaved)){a.interleaved=null;var i=n.next,s=a.pending;if(null!==s){var o=s.next;s.next=i,n.next=o}a.pending=n}Os=null}return e}function ml(e,t){for(;;){var a=Zr;try{if(ks(),uo.current=od,yo){for(var n=fo.memoizedState;null!==n;){var i=n.queue;null!==i&&(i.pending=null),n=n.next}yo=!1}if(mo=0,bo=go=fo=null,vo=!1,wo=0,Sr.current=null,null===a||null===a.return){Mr=1,Cr=t,Zr=null;break}e:{var o=e,d=a.return,r=a,l=t;if(t=xr,r.flags|=32768,null!==l&&"object"===typeof l&&"function"===typeof l.then){var c=l,p=r,u=p.tag;if(0===(1&p.mode)&&(0===u||11===u||15===u)){var h=p.alternate;h?(p.updateQueue=h.updateQueue,p.memoizedState=h.memoizedState,p.lanes=h.lanes):(p.updateQueue=null,p.memoizedState=null)}var m=bd(d);if(null!==m){m.flags&=-257,yd(m,d,r,0,t),1&m.mode&&gd(o,c,t),l=c;var f=(t=m).updateQueue;if(null===f){var g=new Set;g.add(l),t.updateQueue=g}else f.add(l);break e}if(0===(1&t)){gd(o,c,t),gl();break e}l=Error(s(426))}else if(is&&1&r.mode){var b=bd(d);if(null!==b){0===(65536&b.flags)&&(b.flags|=256),yd(b,d,r,0,t),ms(cd(l,r));break e}}o=l=cd(l,r),4!==Mr&&(Mr=2),null===Rr?Rr=[o]:Rr.push(o),o=d;do{switch(o.tag){case 3:o.flags|=65536,t&=-t,o.lanes|=t,Cs(o,md(0,l,t));break e;case 1:r=l;var y=o.type,v=o.stateNode;if(0===(128&o.flags)&&("function"===typeof y.getDerivedStateFromError||null!==v&&"function"===typeof v.componentDidCatch&&(null===Vr||!Vr.has(v)))){o.flags|=65536,t&=-t,o.lanes|=t,Cs(o,fd(o,r,t));break e}}o=o.return}while(null!==o)}kl(a)}catch(w){t=w,Zr===a&&null!==a&&(Zr=a=a.return);continue}break}}function fl(){var e=Or.current;return Or.current=od,null===e?od:e}function gl(){0!==Mr&&3!==Mr&&2!==Mr||(Mr=4),null===Pr||0===(268435455&qr)&&0===(268435455&Er)||rl(Pr,xr)}function bl(e,t){var a=Br;Br|=2;var n=fl();for(Pr===e&&xr===t||(Fr=null,hl(e,t));;)try{yl();break}catch(i){ml(e,i)}if(ks(),Br=a,Or.current=n,null!==Zr)throw Error(s(261));return Pr=null,xr=0,Mr}function yl(){for(;null!==Zr;)wl(Zr)}function vl(){for(;null!==Zr&&!Ge();)wl(Zr)}function wl(e){var t=Ur(e.alternate,e,Dr);e.memoizedProps=e.pendingProps,null===t?kl(e):Zr=t,Sr.current=null}function kl(e){var t=e;do{var a=t.alternate;if(e=t.return,0===(32768&t.flags)){if(null!==(a=Kd(a,t,Dr)))return void(Zr=a)}else{if(null!==(a=Gd(a,t)))return a.flags&=32767,void(Zr=a);if(null===e)return Mr=6,void(Zr=null);e.flags|=32768,e.subtreeFlags=0,e.deletions=null}if(null!==(t=t.sibling))return void(Zr=t);Zr=t=e}while(null!==t);0===Mr&&(Mr=5)}function Tl(e,t,a){var n=vt,i=Ir.transition;try{Ir.transition=null,vt=1,function(e,t,a,n){do{Nl()}while(null!==Gr);if(0!==(6&Br))throw Error(s(327));a=e.finishedWork;var i=e.finishedLanes;if(null===a)return null;if(e.finishedWork=null,e.finishedLanes=0,a===e.current)throw Error(s(177));e.callbackNode=null,e.callbackPriority=0;var o=a.lanes|a.childLanes;if(function(e,t){var a=e.pendingLanes&~t;e.pendingLanes=t,e.suspendedLanes=0,e.pingedLanes=0,e.expiredLanes&=t,e.mutableReadLanes&=t,e.entangledLanes&=t,t=e.entanglements;var n=e.eventTimes;for(e=e.expirationTimes;0<a;){var i=31-ot(a),s=1<<i;t[i]=0,n[i]=-1,e[i]=-1,a&=~s}}(e,o),e===Pr&&(Zr=Pr=null,xr=0),0===(2064&a.subtreeFlags)&&0===(2064&a.flags)||Kr||(Kr=!0,Pl(tt,(function(){return Nl(),null}))),o=0!==(15990&a.flags),0!==(15990&a.subtreeFlags)||o){o=Ir.transition,Ir.transition=null;var d=vt;vt=1;var r=Br;Br|=4,Sr.current=null,function(e,t){if(ei=Ft,hn(e=un())){if("selectionStart"in e)var a={start:e.selectionStart,end:e.selectionEnd};else e:{var n=(a=(a=e.ownerDocument)&&a.defaultView||window).getSelection&&a.getSelection();if(n&&0!==n.rangeCount){a=n.anchorNode;var i=n.anchorOffset,o=n.focusNode;n=n.focusOffset;try{a.nodeType,o.nodeType}catch(k){a=null;break e}var d=0,r=-1,l=-1,c=0,p=0,u=e,h=null;t:for(;;){for(var m;u!==a||0!==i&&3!==u.nodeType||(r=d+i),u!==o||0!==n&&3!==u.nodeType||(l=d+n),3===u.nodeType&&(d+=u.nodeValue.length),null!==(m=u.firstChild);)h=u,u=m;for(;;){if(u===e)break t;if(h===a&&++c===i&&(r=d),h===o&&++p===n&&(l=d),null!==(m=u.nextSibling))break;h=(u=h).parentNode}u=m}a=-1===r||-1===l?null:{start:r,end:l}}else a=null}a=a||{start:0,end:0}}else a=null;for(ti={focusedElem:e,selectionRange:a},Ft=!1,Xd=t;null!==Xd;)if(e=(t=Xd).child,0!==(1028&t.subtreeFlags)&&null!==e)e.return=t,Xd=e;else for(;null!==Xd;){t=Xd;try{var f=t.alternate;if(0!==(1024&t.flags))switch(t.tag){case 0:case 11:case 15:case 5:case 6:case 4:case 17:break;case 1:if(null!==f){var g=f.memoizedProps,b=f.memoizedState,y=t.stateNode,v=y.getSnapshotBeforeUpdate(t.elementType===t.type?g:gs(t.type,g),b);y.__reactInternalSnapshotBeforeUpdate=v}break;case 3:var w=t.stateNode.containerInfo;1===w.nodeType?w.textContent="":9===w.nodeType&&w.documentElement&&w.removeChild(w.documentElement);break;default:throw Error(s(163))}}catch(k){_l(t,t.return,k)}if(null!==(e=t.sibling)){e.return=t.return,Xd=e;break}Xd=t.return}f=ar,ar=!1}(e,a),br(a,e),mn(ti),Ft=!!ei,ti=ei=null,e.current=a,vr(a,e,i),Qe(),Br=r,vt=d,Ir.transition=o}else e.current=a;if(Kr&&(Kr=!1,Gr=e,Qr=i),o=e.pendingLanes,0===o&&(Vr=null),function(e){if(st&&"function"===typeof st.onCommitFiberRoot)try{st.onCommitFiberRoot(it,e,void 0,128===(128&e.current.flags))}catch(t){}}(a.stateNode),il(e,Je()),null!==t)for(n=e.onRecoverableError,a=0;a<t.length;a++)i=t[a],n(i.value,{componentStack:i.stack,digest:i.digest});if(Hr)throw Hr=!1,e=Yr,Yr=null,e;0!==(1&Qr)&&0!==e.tag&&Nl(),o=e.pendingLanes,0!==(1&o)?e===$r?Jr++:(Jr=0,$r=e):Jr=0,ji()}(e,t,a,n)}finally{Ir.transition=i,vt=n}return null}function Nl(){if(null!==Gr){var e=wt(Qr),t=Ir.transition,a=vt;try{if(Ir.transition=null,vt=16>e?16:e,null===Gr)var n=!1;else{if(e=Gr,Gr=null,Qr=0,0!==(6&Br))throw Error(s(331));var i=Br;for(Br|=4,Xd=e.current;null!==Xd;){var o=Xd,d=o.child;if(0!==(16&Xd.flags)){var r=o.deletions;if(null!==r){for(var l=0;l<r.length;l++){var c=r[l];for(Xd=c;null!==Xd;){var p=Xd;switch(p.tag){case 0:case 11:case 15:nr(8,p,o)}var u=p.child;if(null!==u)u.return=p,Xd=u;else for(;null!==Xd;){var h=(p=Xd).sibling,m=p.return;if(or(p),p===c){Xd=null;break}if(null!==h){h.return=m,Xd=h;break}Xd=m}}}var f=o.alternate;if(null!==f){var g=f.child;if(null!==g){f.child=null;do{var b=g.sibling;g.sibling=null,g=b}while(null!==g)}}Xd=o}}if(0!==(2064&o.subtreeFlags)&&null!==d)d.return=o,Xd=d;else e:for(;null!==Xd;){if(0!==(2048&(o=Xd).flags))switch(o.tag){case 0:case 11:case 15:nr(9,o,o.return)}var y=o.sibling;if(null!==y){y.return=o.return,Xd=y;break e}Xd=o.return}}var v=e.current;for(Xd=v;null!==Xd;){var w=(d=Xd).child;if(0!==(2064&d.subtreeFlags)&&null!==w)w.return=d,Xd=w;else e:for(d=v;null!==Xd;){if(0!==(2048&(r=Xd).flags))try{switch(r.tag){case 0:case 11:case 15:ir(9,r)}}catch(T){_l(r,r.return,T)}if(r===d){Xd=null;break e}var 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t=e.changedTouches[0].screenX,a=e.changedTouches[0].screenY,n=Math.abs(this.touchStartX-t);n<Math.abs(this.touchStartY-a)||n<40||(t<this.touchStartX?this.props.next():this.props.previous())}}},{key:"getContextValue",value:function(){return{direction:this.state.direction}}},{key:"setInterval",value:function(e){function t(){return e.apply(this,arguments)}return t.toString=function(){return e.toString()},t}((function(){var e=this;this.clearInterval(),this.props.interval&&(this.cycleInterval=setInterval((function(){e.props.next()}),parseInt(this.props.interval,10)))}))},{key:"clearInterval",value:function(e){function t(){return e.apply(this,arguments)}return t.toString=function(){return e.toString()},t}((function(){clearInterval(this.cycleInterval)}))},{key:"hoverStart",value:function(){var e;("hover"===this.props.pause&&this.clearInterval(),this.props.mouseEnter)&&(e=this.props).mouseEnter.apply(e,arguments)}},{key:"hoverEnd",value:function(){var e;("hover"===this.props.pause&&this.setInterval(),this.props.mouseLeave)&&(e=this.props).mouseLeave.apply(e,arguments)}},{key:"renderItems",value:function(e,a){var n=this,i=this.props.slide;return t.createElement("div",{className:a},e.map((function(e,a){var s=a===n.state.activeIndex;return t.cloneElement(e,{in:s,slide:i})})))}},{key:"render",value:function(){var e=this,a=this.props,n=a.cssModule,i=a.slide,s=a.className,o=a.dark,d=a.fade,r=un(this.props,ko),l=pn(nt(s,"carousel",d&&"carousel-fade",i&&"slide",o&&"carousel-dark"),n),c=pn(nt("carousel-inner"),n),p=this.props.children.filter((function(e){return null!==e&&void 0!==e&&"boolean"!==typeof e}));if(p.every((function(e){return e.type===vo})))return t.createElement("div",nn({},r,{className:l,onMouseEnter:this.hoverStart,onMouseLeave:this.hoverEnd}),t.createElement(go.Provider,{value:this.getContextValue()},this.renderItems(p,c)));if(p[0]instanceof Array){var u=p[0],h=p[1],m=p[2];return t.createElement("div",nn({},r,{className:l,onMouseEnter:this.hoverStart,onMouseLeave:this.hoverEnd}),t.createElement(go.Provider,{value:this.getContextValue()},this.renderItems(u,c),h,m))}var f=p[0],g=t.cloneElement(f,{onClickHandler:function(t){"function"===typeof f.props.onClickHandler&&e.setState({indicatorClicked:!0},(function(){return f.props.onClickHandler(t)}))}}),b=p[1],y=p[2],v=p[3];return t.createElement("div",nn({},r,{className:l,onMouseEnter:this.hoverStart,onMouseLeave:this.hoverEnd,onTouchStart:this.handleTouchStart,onTouchEnd:this.handleTouchEnd}),t.createElement(go.Provider,{value:this.getContextValue()},g,this.renderItems(b,c),y,v))}}],[{key:"getDerivedStateFromProps",value:function(e,t){var a=null,n=t.activeIndex,i=t.direction,s=t.indicatorClicked;return 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t.createElement("a",nn({},d,{className:r,style:{cursor:"pointer"},role:"button",tabIndex:"0",onClick:function(e){e.preventDefault(),n()}}),t.createElement("span",{className:l,"aria-hidden":"true"}),t.createElement("span",{className:c},s||a))}_o.propTypes={direction:at.oneOf(["prev","next"]).isRequired,onClickHandler:at.func.isRequired,cssModule:at.object,directionText:at.string,className:at.string};var Oo=["items","activeIndex","cssModule","onClickHandler","className"];function So(e){var a=e.items,n=e.activeIndex,i=e.cssModule,s=e.onClickHandler,o=e.className,d=sn(e,Oo),r=pn(nt(o,"carousel-indicators"),i),l=a.map((function(e,a){var o=pn(nt({active:n===a}),i);return t.createElement("button",{"aria-label":e.caption,"data-bs-target":!0,type:"button",key:"".concat(e.key||Object.values(e).join("")),onClick:function(e){e.preventDefault(),s(a)},className:o})}));return t.createElement("div",nn({className:r},d),l)}function Io(e){var a=e.captionHeader,n=e.captionText,i=e.cssModule,s=e.className,o=pn(nt(s,"carousel-caption","d-none","d-md-block"),i);return t.createElement("div",{className:o},t.createElement("h3",null,a),t.createElement("p",null,n))}So.propTypes={activeIndex:at.number.isRequired,className:at.string,cssModule:at.object,items:at.array.isRequired,onClickHandler:at.func.isRequired},Io.propTypes={captionHeader:at.node,captionText:at.node.isRequired,className:at.string,cssModule:at.object};var Bo=["defaultActiveIndex","autoPlay","indicators","controls","items","goToIndex"],Po={items:at.array.isRequired,indicators:at.bool,controls:at.bool,autoPlay:at.bool,defaultActiveIndex:at.number,activeIndex:at.number,next:at.func,previous:at.func,goToIndex:at.func},Zo=function(e){y(n,e);var a=T(n);function n(e){var t;return 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n=a.key||a.src;return t.createElement(vo,{onExiting:e.onExiting,onExited:e.onExited,key:n},t.createElement("img",{className:"d-block w-100",src:a.src,alt:a.altText}),t.createElement(Io,{captionText:a.caption,captionHeader:a.header||a.caption}))}));return t.createElement(No,nn({activeIndex:l,next:this.next,previous:this.previous,ride:n?"carousel":void 0},r),i&&t.createElement(So,{items:o,activeIndex:r.activeIndex||l,onClickHandler:d||this.goToIndex}),c,s&&t.createElement(_o,{direction:"prev",directionText:"Previous",onClickHandler:r.previous||this.previous}),s&&t.createElement(_o,{direction:"next",directionText:"Next",onClickHandler:r.next||this.next}))}}]),n}(t.Component);Zo.propTypes=Po,Zo.defaultProps={controls:!0,indicators:!0,autoPlay:!0};var xo=["className","cssModule","tag"],Do={className:at.string,cssModule:at.object,tag:wn};function Ao(e){var a=e.className,n=e.cssModule,i=e.tag,s=sn(e,xo),o=pn(nt(a,"card-subtitle"),n);return t.createElement(i,nn({},s,{className:o}))}Ao.propTypes=Do,Ao.defaultProps={tag:"div"};var Mo=["className","cssModule","tag"],Co={className:at.string,cssModule:at.object,tag:wn};function qo(e){var a=e.className,n=e.cssModule,i=e.tag,s=sn(e,Mo),o=pn(nt(a,"card-text"),n);return t.createElement(i,nn({},s,{className:o}))}qo.propTypes=Co,qo.defaultProps={tag:"p"};var Eo=["className","cssModule","tag"],zo={className:at.string,cssModule:at.object,tag:wn};function Ro(e){var a=e.className,n=e.cssModule,i=e.tag,s=sn(e,Eo),o=pn(nt(a,"card-title"),n);return t.createElement(i,nn({},s,{className:o}))}Ro.propTypes=zo,Ro.defaultProps={tag:"div"};var Lo=["cssModule","children","isOpen","flip","target","offset","fallbackPlacements","placementPrefix","arrowClassName","hideArrow","popperClassName","tag","container","modifiers","strategy","boundariesElement","onClosed","fade","transition","placement"];var jo={children:at.oneOfType([at.node,at.func]).isRequired,popperClassName:at.string,placement:at.string,placementPrefix:at.string,arrowClassName:at.string,hideArrow:at.bool,tag:wn,isOpen:at.bool,cssModule:at.object,offset:at.arrayOf(at.number),fallbackPlacements:at.array,flip:at.bool,container:vn,target:vn.isRequired,modifiers:at.array,strategy:at.string,boundariesElement:at.oneOfType([at.string,yn]),onClosed:at.func,fade:at.bool,transition:at.shape(hs.propTypes)},Wo={boundariesElement:"scrollParent",placement:"auto",hideArrow:!1,isOpen:!1,offset:[0,0],flip:!0,container:"body",modifiers:[],onClosed:function(){},fade:!0,transition:tn({},hs.defaultProps)},Fo=function(e){y(n,e);var a=T(n);function n(e){var t;return u(this,n),(t=a.call(this,e)).setTargetNode=t.setTargetNode.bind(k(t)),t.getTargetNode=t.getTargetNode.bind(k(t)),t.getRef=t.getRef.bind(k(t)),t.onClosed=t.onClosed.bind(k(t)),t.state={isOpen:e.isOpen},t}return g(n,[{key:"componentDidUpdate",value:function(){this._element&&this._element.childNodes&&this._element.childNodes[0]&&this._element.childNodes[0].focus&&this._element.childNodes[0].focus()}},{key:"onClosed",value:function(){this.props.onClosed(),this.setState({isOpen:!1})}},{key:"getTargetNode",value:function(){return this.targetNode}},{key:"getContainerNode",value:function(){return An(this.props.container)}},{key:"getRef",value:function(e){this._element=e}},{key:"setTargetNode",value:function(e){this.targetNode="string"===typeof e?An(e):e}},{key:"renderChildren",value:function(){var e=this.props,a=e.cssModule,n=e.children,i=e.isOpen,s=e.flip,o=(e.target,e.offset),d=e.fallbackPlacements,r=e.placementPrefix,l=e.arrowClassName,c=e.hideArrow,u=e.popperClassName,h=e.tag,m=(e.container,e.modifiers),f=e.strategy,g=e.boundariesElement,b=(e.onClosed,e.fade),y=e.transition,v=e.placement,w=sn(e,Lo),k=pn(nt("arrow",l),a),T=pn(nt(u,r?"".concat(r,"-auto"):""),this.props.cssModule),N=m.map((function(e){return e.name})),U=[{name:"offset",options:{offset:o}},{name:"flip",enabled:s,options:{fallbackPlacements:d}},{name:"preventOverflow",options:{boundary:g}}].filter((function(e){return!N.includes(e.name)})),_=[].concat(p(U),p(m)),O=tn(tn(tn({},hs.defaultProps),y),{},{baseClass:b?y.baseClass:"",timeout:b?y.timeout:0});return t.createElement(hs,nn({},O,w,{in:i,onExited:this.onClosed,tag:h}),t.createElement(qa,{referenceElement:this.targetNode,modifiers:_,placement:v,strategy:f},(function(e){var a=e.ref,i=e.style,s=e.placement,o=e.isReferenceHidden,d=e.arrowProps,r=e.update;return t.createElement("div",{ref:a,style:i,className:T,"data-popper-placement":s,"data-popper-reference-hidden":o?"true":void 0},"function"===typeof n?n({update:r}):n,!c&&t.createElement("span",{ref:d.ref,className:k,style:d.style}))})))}},{key:"render",value:function(){return this.setTargetNode(this.props.target),this.state.isOpen?"inline"===this.props.container?this.renderChildren():ut.createPortal(t.createElement("div",{ref:this.getRef},this.renderChildren()),this.getContainerNode()):null}}],[{key:"getDerivedStateFromProps",value:function(e,t){return e.isOpen&&!t.isOpen?{isOpen:e.isOpen}:null}}]),n}(t.Component);Fo.propTypes=jo,Fo.defaultProps=Wo;var Ho=Fo;function Yo(e,t){return t.popperManager.setTargetNode(An(e.target)),null}Yo.contextTypes={popperManager:at.object.isRequired},Yo.propTypes={target:vn.isRequired};var Vo={children:at.oneOfType([at.node,at.func]),placement:at.oneOf(_n),target:vn.isRequired,container:vn,isOpen:at.bool,disabled:at.bool,hideArrow:at.bool,boundariesElement:at.oneOfType([at.string,yn]),className:at.string,innerClassName:at.string,arrowClassName:at.string,popperClassName:at.string,cssModule:at.object,toggle:at.func,autohide:at.bool,placementPrefix:at.string,delay:at.oneOfType([at.shape({show:at.number,hide:at.number}),at.number]),modifiers:at.array,strategy:at.string,offset:at.arrayOf(at.number),innerRef:at.oneOfType([at.func,at.string,at.object]),trigger:at.string,fade:at.bool,flip:at.bool},Ko={show:0,hide:50},Go={isOpen:!1,hideArrow:!1,autohide:!1,delay:Ko,toggle:function(){},trigger:"click",fade:!0};function Qo(e,t){return t&&(e===t||t.contains(e))}function Jo(e){var t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:[];return t&&t.length&&t.filter((function(t){return Qo(e,t)}))[0]}var $o=function(e){y(n,e);var a=T(n);function n(e){var t;return 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t=this.props.innerRef;t&&("function"===typeof t?t(e):"object"===typeof t&&(t.current=e)),this._popover=e}},{key:"getDelay",value:function(e){var t=this.props.delay;return"object"===typeof t?isNaN(t[e])?Ko[e]:t[e]:t}},{key:"getCurrentTarget",value:function(e){if(!e)return null;var t=this._targets.indexOf(e);return t>=0?this._targets[t]:this.getCurrentTarget(e.parentElement)}},{key:"show",value:function(e){if(!this.props.isOpen){if(this.clearShowTimeout(),this.currentTargetElement=e?e.currentTarget||this.getCurrentTarget(e.target):null,e&&e.composedPath&&"function"===typeof e.composedPath){var t=e.composedPath();this.currentTargetElement=t&&t[0]||this.currentTargetElement}this.toggle(e)}}},{key:"showWithDelay",value:function(e){this._hideTimeout&&this.clearHideTimeout(),this._showTimeout=setTimeout(this.show.bind(this,e),this.getDelay("show"))}},{key:"hide",value:function(e){this.props.isOpen&&(this.clearHideTimeout(),this.currentTargetElement=null,this.toggle(e))}},{key:"hideWithDelay",value:function(e){this._showTimeout&&this.clearShowTimeout(),this._hideTimeout=setTimeout(this.hide.bind(this,e),this.getDelay("hide"))}},{key:"clearShowTimeout",value:function(){clearTimeout(this._showTimeout),this._showTimeout=void 0}},{key:"clearHideTimeout",value:function(){clearTimeout(this._hideTimeout),this._hideTimeout=void 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e=An(this.props.target,!0);e!==this._targets&&(this.removeTargetEvents(),this._targets=e?Array.from(e):[],this.currentTargetElement=this.currentTargetElement||this._targets[0],this.addTargetEvents())}},{key:"toggle",value:function(e){return this.props.disabled||!this._isMounted?e&&e.preventDefault():this.props.toggle(e)}},{key:"render",value:function(){var e=this;this.props.isOpen&&this.updateTarget();var a=this.currentTargetElement||this._targets[0];if(!a)return null;var n=this.props,i=n.className,s=n.cssModule,o=n.innerClassName,d=n.isOpen,r=n.hideArrow,l=n.boundariesElement,c=n.placement,p=n.placementPrefix,u=n.arrowClassName,h=n.popperClassName,m=n.container,f=n.modifiers,g=n.strategy,b=n.offset,y=n.fade,v=n.flip,w=n.children,k=un(this.props,Object.keys(Vo)),T=pn(h,s),N=pn(o,s);return t.createElement(Ho,{className:i,target:a,isOpen:d,hideArrow:r,boundariesElement:l,placement:c,placementPrefix:p,arrowClassName:u,popperClassName:T,container:m,modifiers:f,strategy:g,offset:b,cssModule:s,fade:y,flip:v},(function(a){var n=a.update;return t.createElement("div",nn({},k,{ref:e.getRef,className:N,role:"tooltip",onMouseOver:e.onMouseOverTooltipContent,onMouseLeave:e.onMouseLeaveTooltipContent,onKeyDown:e.onEscKeyDown}),"function"===typeof w?w({update:n}):w)}))}}],[{key:"getDerivedStateFromProps",value:function(e,t){return e.isOpen&&!t.isOpen?{isOpen:e.isOpen}:null}}]),n}(t.Component);$o.propTypes=Vo,$o.defaultProps=Go;var Xo=$o;function ed(e){var a=nt("popover","show",e.popperClassName),n=nt("popover-inner",e.innerClassName);return t.createElement(Xo,nn({},e,{arrowClassName:"popover-arrow",popperClassName:a,innerClassName:n}))}ed.propTypes=Vo,ed.defaultProps={placement:"right",placementPrefix:"bs-popover",trigger:"click",offset:[0,8]};var td=["defaultOpen"];(function(e){y(n,e);var a=T(n);function n(e){var t;return u(this,n),(t=a.call(this,e)).state={isOpen:e.defaultOpen||!1},t.toggle=t.toggle.bind(k(t)),t}return g(n,[{key:"toggle",value:function(){this.setState((function(e){return{isOpen:!e.isOpen}}))}},{key:"render",value:function(){return t.createElement(ed,nn({isOpen:this.state.isOpen,toggle:this.toggle},un(this.props,td)))}}]),n}(t.Component)).propTypes=tn({defaultOpen:at.bool},ed.propTypes);var ad=["className","cssModule","tag"],nd={tag:wn,className:at.string,cssModule:at.object};function id(e){var a=e.className,n=e.cssModule,i=e.tag,s=sn(e,ad),o=pn(nt(a,"popover-header"),n);return t.createElement(i,nn({},s,{className:o}))}id.propTypes=nd,id.defaultProps={tag:"h3"};var sd=["className","cssModule","tag"],od={tag:wn,className:at.string,cssModule:at.object};function dd(e){var a=e.className,n=e.cssModule,i=e.tag,s=sn(e,sd),o=pn(nt(a,"popover-body"),n);return t.createElement(i,nn({},s,{className:o}))}dd.propTypes=od,dd.defaultProps={tag:"div"};var rd=["children","className","barClassName","cssModule","value","min","max","animated","striped","color","bar","multi","tag","style","barStyle","barAriaValueText","barAriaLabelledBy"],ld={animated:at.bool,bar:at.bool,barAriaLabelledBy:at.string,barAriaValueText:at.string,barClassName:at.string,barStyle:at.object,children:at.node,className:at.string,cssModule:at.object,color:at.string,max:at.oneOfType([at.string,at.number]),min:at.oneOfType([at.string,at.number]),multi:at.bool,striped:at.bool,style:at.object,tag:wn,value:at.oneOfType([at.string,at.number])};function cd(e){var a=e.children,n=e.className,i=e.barClassName,s=e.cssModule,o=e.value,d=e.min,r=e.max,l=e.animated,c=e.striped,p=e.color,u=e.bar,h=e.multi,m=e.tag,f=e.style,g=e.barStyle,b=e.barAriaValueText,y=e.barAriaLabelledBy,v=sn(e,rd),w=Pn(o)/Pn(r)*100,k=pn(nt(n,"progress"),s),T={className:pn(nt("progress-bar",u&&n||i,l?"progress-bar-animated":null,p?"bg-".concat(p):null,c||l?"progress-bar-striped":null),s),style:tn(tn(tn({},u?f:{}),g),{},{width:"".concat(w,"%")}),role:"progressbar","aria-valuenow":o,"aria-valuemin":d,"aria-valuemax":r,"aria-valuetext":b,"aria-labelledby":y,children:a};return u?t.createElement(m,nn({},v,T)):t.createElement(m,nn({},v,{style:f,className:k}),h?a:t.createElement("div",T))}cd.propTypes=ld,cd.defaultProps={tag:"div",value:0,min:0,max:100,style:{},barStyle:{}};var pd={children:at.node.isRequired,node:at.any},ud=function(e){y(a,e);var t=T(a);function a(){return u(this,a),t.apply(this,arguments)}return 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fd=at.shape(hs.propTypes),gd={autoFocus:at.bool,backdrop:at.oneOfType([at.bool,at.oneOf(["static"])]),backdropClassName:at.string,backdropTransition:fd,centered:at.bool,children:at.node,contentClassName:at.string,className:at.string,container:vn,cssModule:at.object,external:at.node,fade:at.bool,fullscreen:at.oneOfType([at.bool,at.oneOf(["sm","md","lg","xl"])]),innerRef:at.oneOfType([at.object,at.string,at.func]),isOpen:at.bool,keyboard:at.bool,labelledBy:at.string,modalClassName:at.string,modalTransition:fd,onClosed:at.func,onEnter:at.func,onExit:at.func,onOpened:at.func,returnFocusAfterClose:at.bool,role:at.string,scrollable:at.bool,size:at.string,toggle:at.func,trapFocus:at.bool,unmountOnClose:at.bool,wrapClassName:at.string,zIndex:at.oneOfType([at.number,at.string])},bd=Object.keys(gd),yd={isOpen:!1,autoFocus:!0,centered:!1,scrollable:!1,role:"dialog",backdrop:!0,keyboard:!0,zIndex:1050,fade:!0,onOpened:md,onClosed:md,modalTransition:{timeout:kn.Modal},backdropTransition:{mountOnEnter:!0,timeout:kn.Fade},unmountOnClose:!0,returnFocusAfterClose:!0,container:"body",trapFocus:!1},vd=function(e){y(n,e);var a=T(n);function n(e){var t;return u(this,n),(t=a.call(this,e))._element=null,t._originalBodyPadding=null,t.getFocusableChildren=t.getFocusableChildren.bind(k(t)),t.handleBackdropClick=t.handleBackdropClick.bind(k(t)),t.handleBackdropMouseDown=t.handleBackdropMouseDown.bind(k(t)),t.handleEscape=t.handleEscape.bind(k(t)),t.handleStaticBackdropAnimation=t.handleStaticBackdropAnimation.bind(k(t)),t.handleTab=t.handleTab.bind(k(t)),t.onOpened=t.onOpened.bind(k(t)),t.onClosed=t.onClosed.bind(k(t)),t.manageFocusAfterClose=t.manageFocusAfterClose.bind(k(t)),t.clearBackdropAnimationTimeout=t.clearBackdropAnimationTimeout.bind(k(t)),t.trapFocus=t.trapFocus.bind(k(t)),t.state={isOpen:!1,showStaticBackdropAnimation:!1},t}return g(n,[{key:"componentDidMount",value:function(){var e=this.props,t=e.isOpen,a=e.autoFocus,n=e.onEnter;t&&(this.init(),this.setState({isOpen:!0}),a&&this.setFocus()),n&&n(),document.addEventListener("focus",this.trapFocus,!0),this._isMounted=!0}},{key:"componentDidUpdate",value:function(e,t){if(this.props.isOpen&&!e.isOpen)return this.init(),void this.setState({isOpen:!0});this.props.autoFocus&&this.state.isOpen&&!t.isOpen&&this.setFocus(),this._element&&e.zIndex!==this.props.zIndex&&(this._element.style.zIndex=this.props.zIndex)}},{key:"componentWillUnmount",value:function(){this.clearBackdropAnimationTimeout(),this.props.onExit&&this.props.onExit(),this._element&&(this.destroy(),(this.props.isOpen||this.state.isOpen)&&this.close()),document.removeEventListener("focus",this.trapFocus,!0),this._isMounted=!1}},{key:"handleBackdropClick",value:function(e){if(e.target===this._mouseDownElement){e.stopPropagation();var t=this._dialog?this._dialog.parentNode:null;if(t&&e.target===t&&"static"===this.props.backdrop&&this.handleStaticBackdropAnimation(),!this.props.isOpen||!0!==this.props.backdrop)return;t&&e.target===t&&this.props.toggle&&this.props.toggle(e)}}},{key:"handleTab",value:function(e){if(9===e.which&&!(this.modalIndex<n.openCount-1)){var t=this.getFocusableChildren(),a=t.length;if(0!==a){for(var i=this.getFocusedChild(),s=0,o=0;o<a;o+=1)if(t[o]===i){s=o;break}e.shiftKey&&0===s?(e.preventDefault(),t[a-1].focus()):e.shiftKey||s!==a-1||(e.preventDefault(),t[0].focus())}}}},{key:"handleBackdropMouseDown",value:function(e){this._mouseDownElement=e.target}},{key:"handleEscape",value:function(e){this.props.isOpen&&e.keyCode===Un.esc&&this.props.toggle&&(this.props.keyboard?(e.preventDefault(),e.stopPropagation(),this.props.toggle(e)):"static"===this.props.backdrop&&(e.preventDefault(),e.stopPropagation(),this.handleStaticBackdropAnimation()))}},{key:"handleStaticBackdropAnimation",value:function(){var e=this;this.clearBackdropAnimationTimeout(),this.setState({showStaticBackdropAnimation:!0}),this._backdropAnimationTimeout=setTimeout((function(){e.setState({showStaticBackdropAnimation:!1})}),100)}},{key:"onOpened",value:function(e,t){this.props.onOpened(),(this.props.modalTransition.onEntered||md)(e,t)}},{key:"onClosed",value:function(e){var t=this.props.unmountOnClose;this.props.onClosed(),(this.props.modalTransition.onExited||md)(e),t&&this.destroy(),this.close(),this._isMounted&&this.setState({isOpen:!1})}},{key:"setFocus",value:function(){this._dialog&&this._dialog.parentNode&&"function"===typeof this._dialog.parentNode.focus&&this._dialog.parentNode.focus()}},{key:"getFocusableChildren",value:function(){return this._element.querySelectorAll(qn.join(", "))}},{key:"getFocusedChild",value:function(){var e,t=this.getFocusableChildren();try{e=document.activeElement}catch(a){e=t[0]}return e}},{key:"trapFocus",value:function(e){if(this.props.trapFocus&&this._element&&(!this._dialog||this._dialog.parentNode!==e.target)&&!(this.modalIndex<n.openCount-1)){for(var t=this.getFocusableChildren(),a=0;a<t.length;a+=1)if(t[a]===e.target)return;t.length>0&&(e.preventDefault(),e.stopPropagation(),t[0].focus())}}},{key:"init",value:function(){try{this._triggeringElement=document.activeElement}catch(e){this._triggeringElement=null}this._element||(this._element=document.createElement("div"),this._element.setAttribute("tabindex","-1"),this._element.style.position="relative",this._element.style.zIndex=this.props.zIndex,this._mountContainer=An(this.props.container),this._mountContainer.appendChild(this._element)),this._originalBodyPadding=ln(),n.openCount<1&&(n.originalBodyOverflow=window.getComputedStyle(document.body).overflow),cn(),0===n.openCount&&(document.body.className=nt(document.body.className,pn("modal-open",this.props.cssModule)),document.body.style.overflow="hidden"),this.modalIndex=n.openCount,n.openCount+=1}},{key:"destroy",value:function(){this._element&&(this._mountContainer.removeChild(this._element),this._element=null),this.manageFocusAfterClose()}},{key:"manageFocusAfterClose",value:function(){if(this._triggeringElement){var e=this.props.returnFocusAfterClose;this._triggeringElement.focus&&e&&this._triggeringElement.focus(),this._triggeringElement=null}}},{key:"close",value:function(){if(n.openCount<=1){var e=pn("modal-open",this.props.cssModule),t=new RegExp("(^| )".concat(e,"( |$)"));document.body.className=document.body.className.replace(t," ").trim(),document.body.style.overflow=n.originalBodyOverflow}this.manageFocusAfterClose(),n.openCount=Math.max(0,n.openCount-1),dn(this._originalBodyPadding)}},{key:"clearBackdropAnimationTimeout",value:function(){this._backdropAnimationTimeout&&(clearTimeout(this._backdropAnimationTimeout),this._backdropAnimationTimeout=void 0)}},{key:"renderModalDialog",value:function(){var e,a=this,n=un(this.props,bd),i="modal-dialog";return t.createElement("div",nn({},n,{className:pn(nt(i,this.props.className,(e={},$e(e,"modal-".concat(this.props.size),this.props.size),$e(e,"".concat(i,"-centered"),this.props.centered),$e(e,"".concat(i,"-scrollable"),this.props.scrollable),$e(e,"modal-fullscreen",!0===this.props.fullscreen),$e(e,"modal-fullscreen-".concat(this.props.fullscreen,"-down"),"string"===typeof this.props.fullscreen),e)),this.props.cssModule),role:"document",ref:function(e){a._dialog=e}}),t.createElement("div",{className:pn(nt("modal-content",this.props.contentClassName),this.props.cssModule)},this.props.children))}},{key:"render",value:function(){var e=this.props.unmountOnClose;if(this._element&&(this.state.isOpen||!e)){var a=!!this._element&&!this.state.isOpen&&!e;this._element.style.display=a?"none":"block";var n=this.props,i=n.wrapClassName,s=n.modalClassName,o=n.backdropClassName,d=n.cssModule,r=n.isOpen,l=n.backdrop,c=n.role,p=n.labelledBy,u=n.external,h=n.innerRef,m={onClick:this.handleBackdropClick,onMouseDown:this.handleBackdropMouseDown,onKeyUp:this.handleEscape,onKeyDown:this.handleTab,style:{display:"block"},"aria-labelledby":p,role:c,tabIndex:"-1"},f=this.props.fade,g=tn(tn(tn({},hs.defaultProps),this.props.modalTransition),{},{baseClass:f?this.props.modalTransition.baseClass:"",timeout:f?this.props.modalTransition.timeout:0}),b=tn(tn(tn({},hs.defaultProps),this.props.backdropTransition),{},{baseClass:f?this.props.backdropTransition.baseClass:"",timeout:f?this.props.backdropTransition.timeout:0}),y=l&&(f?t.createElement(hs,nn({},b,{in:r&&!!l,cssModule:d,className:pn(nt("modal-backdrop",o),d)})):t.createElement("div",{className:pn(nt("modal-backdrop","show",o),d)}));return t.createElement(hd,{node:this._element},t.createElement("div",{className:pn(i)},t.createElement(hs,nn({},m,g,{in:r,onEntered:this.onOpened,onExited:this.onClosed,cssModule:d,className:pn(nt("modal",s,this.state.showStaticBackdropAnimation&&"modal-static"),d),innerRef:h}),u,this.renderModalDialog()),y))}return null}}]),n}(t.Component);vd.propTypes=gd,vd.defaultProps=yd,vd.openCount=0,vd.originalBodyOverflow=null;var wd=["className","cssModule","children","toggle","tag","wrapTag","closeAriaLabel","close"],kd={children:at.node,className:at.string,close:at.object,closeAriaLabel:at.string,cssModule:at.object,tag:wn,toggle:at.func,wrapTag:wn};function Td(e){var a,n=e.className,i=e.cssModule,s=e.children,o=e.toggle,d=e.tag,r=e.wrapTag,l=e.closeAriaLabel,c=e.close,p=sn(e,wd),u=pn(nt(n,"modal-header"),i);return!c&&o&&(a=t.createElement("button",{type:"button",onClick:o,className:pn("btn-close",i),"aria-label":l})),t.createElement(r,nn({},p,{className:u}),t.createElement(d,{className:pn("modal-title",i)},s),c||a)}Td.propTypes=kd,Td.defaultProps={tag:"h5",wrapTag:"div",closeAriaLabel:"Close"};var Nd=["className","cssModule","tag"],Ud={className:at.string,cssModule:at.object,tag:wn};function _d(e){var a=e.className,n=e.cssModule,i=e.tag,s=sn(e,Nd),o=pn(nt(a,"modal-body"),n);return t.createElement(i,nn({},s,{className:o}))}_d.propTypes=Ud,_d.defaultProps={tag:"div"};var Od=["className","cssModule","tag"],Sd={className:at.string,cssModule:at.object,tag:wn};function Id(e){var a=e.className,n=e.cssModule,i=e.tag,s=sn(e,Od),o=pn(nt(a,"modal-footer"),n);return t.createElement(i,nn({},s,{className:o}))}Id.propTypes=Sd,Id.defaultProps={tag:"div"};function Bd(e){var a=nt("tooltip","show",e.popperClassName),n=nt("tooltip-inner",e.innerClassName);return t.createElement(Xo,nn({},e,{arrowClassName:"tooltip-arrow",popperClassName:a,innerClassName:n}))}Bd.propTypes=Vo,Bd.defaultProps={placement:"top",autohide:!0,placementPrefix:"bs-tooltip",trigger:"hover focus"};var Pd=["className","cssModule","size","bordered","borderless","striped","dark","hover","responsive","tag","responsiveTag","innerRef"],Zd={bordered:at.bool,borderless:at.bool,className:at.string,cssModule:at.object,dark:at.bool,hover:at.bool,innerRef:at.oneOfType([at.func,at.string,at.object]),responsive:at.oneOfType([at.bool,at.string]),responsiveTag:wn,size:at.string,striped:at.bool,tag:wn};function xd(e){var a=e.className,n=e.cssModule,i=e.size,s=e.bordered,o=e.borderless,d=e.striped,r=e.dark,l=e.hover,c=e.responsive,p=e.tag,u=e.responsiveTag,h=e.innerRef,m=sn(e,Pd),f=pn(nt(a,"table",!!i&&"table-"+i,!!s&&"table-bordered",!!o&&"table-borderless",!!d&&"table-striped",!!r&&"table-dark",!!l&&"table-hover"),n),g=t.createElement(p,nn({},m,{ref:h,className:f}));if(c){var b=pn(!0===c?"table-responsive":"table-responsive-".concat(c),n);return t.createElement(u,{className:b},g)}return g}xd.propTypes=Zd,xd.defaultProps={tag:"table",responsiveTag:"div"};var Dd=["className","cssModule","tag","flush","horizontal","numbered"],Ad={className:at.string,cssModule:at.object,flush:at.bool,horizontal:at.oneOfType([at.bool,at.string]),numbered:at.bool,tag:wn},Md=function(e){return!1!==e&&(!0===e||"xs"===e?"list-group-horizontal":"list-group-horizontal-".concat(e))};function Cd(e){var a=e.className,n=e.cssModule,i=e.tag,s=e.flush,o=e.horizontal,d=e.numbered,r=sn(e,Dd),l=pn(nt(a,"list-group",s?"list-group-flush":Md(o),{"list-group-numbered":d}),n);return t.createElement(i,nn({},r,{className:l}))}Cd.propTypes=Ad,Cd.defaultProps={tag:"ul",horizontal:!1,numbered:!1};var qd=["className","cssModule","tag","innerRef"],Ed={children:at.node,tag:wn,innerRef:at.oneOfType([at.object,at.func,at.string]),className:at.string,cssModule:at.object},zd=function(e){y(n,e);var a=T(n);function n(e){var t;return u(this,n),(t=a.call(this,e)).getRef=t.getRef.bind(k(t)),t.submit=t.submit.bind(k(t)),t}return g(n,[{key:"getRef",value:function(e){this.props.innerRef&&this.props.innerRef(e),this.ref=e}},{key:"submit",value:function(){this.ref&&this.ref.submit()}},{key:"render",value:function(){var e=this.props,a=e.className,n=e.cssModule,i=e.tag,s=e.innerRef,o=sn(e,qd),d=pn(a,n);return t.createElement(i,nn({},o,{ref:s,className:d}))}}]),n}(t.Component);zd.propTypes=Ed,zd.defaultProps={tag:"form"};var Rd=["className","cssModule","valid","tooltip","tag"],Ld={children:at.node,tag:wn,className:at.string,cssModule:at.object,valid:at.bool,tooltip:at.bool},jd={tag:"div",valid:void 0};function Wd(e){var a=e.className,n=e.cssModule,i=e.valid,s=e.tooltip,o=e.tag,d=sn(e,Rd),r=s?"tooltip":"feedback",l=pn(nt(a,i?"valid-".concat(r):"invalid-".concat(r)),n);return t.createElement(o,nn({},d,{className:l}))}Wd.propTypes=Ld,Wd.defaultProps=jd;var Fd=["className","cssModule","row","disabled","check","inline","floating","tag","switch"],Hd={children:at.node,row:at.bool,check:at.bool,switch:at.bool,inline:at.bool,floating:at.bool,disabled:at.bool,tag:wn,className:at.string,cssModule:at.object};function Yd(e){var a=e.className,n=e.cssModule,i=e.row,s=e.disabled,o=e.check,d=e.inline,r=e.floating,l=e.tag,c=e.switch,p=sn(e,Fd),u=o||c,h=pn(nt(a,!!i&&"row",u?"form-check":"mb-3",!!c&&"form-switch",!(!u||!d)&&"form-check-inline",!(!u||!s)&&"disabled",r&&"form-floating"),n);return"fieldset"===l&&(p.disabled=s),t.createElement(l,nn({},p,{className:h}))}Yd.propTypes=Hd,Yd.defaultProps={tag:"div"};var Vd=["className","cssModule","inline","color","tag"],Kd={children:at.node,inline:at.bool,tag:wn,color:at.string,className:at.string,cssModule:at.object};function Gd(e){var a=e.className,n=e.cssModule,i=e.inline,s=e.color,o=e.tag,d=sn(e,Vd),r=pn(nt(a,!i&&"form-text",!!s&&"text-".concat(s)),n);return t.createElement(o,nn({},d,{className:r}))}Gd.propTypes=Kd,Gd.defaultProps={tag:"small",color:"muted"};var Qd=["className","cssModule","type","bsSize","valid","invalid","tag","addon","plaintext","innerRef"],Jd={children:at.node,type:at.string,size:at.oneOfType([at.number,at.string]),bsSize:at.string,valid:at.bool,invalid:at.bool,tag:wn,innerRef:at.oneOfType([at.object,at.func,at.string]),plaintext:at.bool,addon:at.bool,className:at.string,cssModule:at.object},$d=function(e){y(n,e);var a=T(n);function n(e){var t;return u(this,n),(t=a.call(this,e)).getRef=t.getRef.bind(k(t)),t.focus=t.focus.bind(k(t)),t}return g(n,[{key:"getRef",value:function(e){this.props.innerRef&&this.props.innerRef(e),this.ref=e}},{key:"focus",value:function(){this.ref&&this.ref.focus()}},{key:"render",value:function(){var e=this.props,a=e.className,n=e.cssModule,i=e.type,s=e.bsSize,o=e.valid,d=e.invalid,r=e.tag,l=e.addon,c=e.plaintext,p=e.innerRef,u=sn(e,Qd),h=["switch","radio","checkbox"].indexOf(i)>-1,m="select"===i,f="range"===i,g=r||(m||"textarea"===i?i:"input"),b="form-control";c?(b="".concat(b,"-plaintext"),g=r||"input"):f?b="form-range":m?b="form-select":h&&(b=l?null:"form-check-input"),u.size&&/\D/g.test(u.size)&&(fn('Please use the prop "bsSize" instead of the "size" to bootstrap\'s input sizing.'),s=u.size,delete u.size);var y=pn(nt(a,d&&"is-invalid",o&&"is-valid",!!s&&(m?"form-select-".concat(s):"form-control-".concat(s)),b),n);return("input"===g||r&&"function"===typeof r)&&(u.type="switch"===i?"checkbox":i),u.children&&!c&&"select"!==i&&"string"===typeof g&&"select"!==g&&(fn('Input with a type of "'.concat(i,'" cannot have children. Please use "value"/"defaultValue" instead.')),delete u.children),t.createElement(g,nn({},u,{ref:p,className:y,"aria-invalid":d}))}}]),n}(t.Component);$d.propTypes=Jd,$d.defaultProps={type:"text"};var Xd=["className","cssModule","tag","type","size"],er={className:at.string,cssModule:at.object,size:at.string,tag:wn,type:at.string};function tr(e){var a=e.className,n=e.cssModule,i=e.tag,s=(e.type,e.size),o=sn(e,Xd),d=pn(nt(a,"input-group",s?"input-group-".concat(s):null),n);return"dropdown"===e.type?t.createElement(Hi,nn({},o,{className:d})):t.createElement(Ri.Provider,{value:{insideInputGroup:!0}},t.createElement(i,nn({},o,{className:d})))}tr.propTypes=er,tr.defaultProps={tag:"div"};var ar=["className","cssModule","tag"],nr={className:at.string,cssModule:at.object,tag:wn};function ir(e){var a=e.className,n=e.cssModule,i=e.tag,s=sn(e,ar),o=pn(nt(a,"input-group-text"),n);return t.createElement(i,nn({},s,{className:o}))}ir.propTypes=nr,ir.defaultProps={tag:"span"};var sr=["className","cssModule","hidden","widths","tag","check","size","for"],or=at.oneOfType([at.number,at.string]),dr=at.oneOfType([at.bool,at.string,at.number,at.shape({size:or,order:or,offset:or})]),rr={children:at.node,hidden:at.bool,check:at.bool,size:at.string,for:at.string,tag:wn,className:at.string,cssModule:at.object,xs:dr,sm:dr,md:dr,lg:dr,xl:dr,xxl:dr,widths:at.array},lr={tag:"label",widths:["xs","sm","md","lg","xl","xxl"]},cr=function(e,t,a){return!0===a||""===a?e?"col":"col-".concat(t):"auto"===a?e?"col-auto":"col-".concat(t,"-auto"):e?"col-".concat(a):"col-".concat(t,"-").concat(a)};function pr(e){var a=e.className,n=e.cssModule,i=e.hidden,s=e.widths,o=e.tag,d=e.check,r=e.size,l=e.for,c=sn(e,sr),p=[];s.forEach((function(t,a){var i=e[t];if(delete c[t],i||""===i){var s,o=!a;if(Bn(i)){var d,r=o?"-":"-".concat(t,"-");s=cr(o,t,i.size),p.push(pn(nt(($e(d={},s,i.size||""===i.size),$e(d,"order".concat(r).concat(i.order),i.order||0===i.order),$e(d,"offset".concat(r).concat(i.offset),i.offset||0===i.offset),d))),n)}else s=cr(o,t,i),p.push(s)}}));var u=r||p.length,h=!(d||u),m=pn(nt(a,!!i&&"visually-hidden",!!d&&"form-check-label",!!r&&"col-form-label-".concat(r),p,!!u&&"col-form-label",!!h&&"form-label"),n);return t.createElement(o,nn({htmlFor:l},c,{className:m}))}pr.propTypes=rr,pr.defaultProps=lr;at.bool,at.bool,at.node,at.string,at.object,at.bool,at.bool,at.bool,at.bool,at.bool,at.bool,at.bool;function ur(){}var hr=at.shape(hs.propTypes),mr={autoFocus:at.bool,backdrop:at.bool,backdropClassName:at.string,backdropTransition:hr,children:at.node,className:at.string,container:vn,cssModule:at.object,direction:at.oneOf(["start","end","bottom","top"]),fade:at.bool,innerRef:at.oneOfType([at.object,at.string,at.func]),isOpen:at.bool,keyboard:at.bool,labelledBy:at.string,offcanvasTransition:hr,onClosed:at.func,onEnter:at.func,onExit:at.func,style:at.object,onOpened:at.func,returnFocusAfterClose:at.bool,role:at.string,scrollable:at.bool,toggle:at.func,trapFocus:at.bool,unmountOnClose:at.bool,zIndex:at.oneOfType([at.number,at.string])},fr=Object.keys(mr),gr={isOpen:!1,autoFocus:!0,direction:"start",scrollable:!1,role:"dialog",backdrop:!0,keyboard:!0,zIndex:1050,fade:!0,onOpened:ur,onClosed:ur,offcanvasTransition:{timeout:kn.Offcanvas},backdropTransition:{mountOnEnter:!0,timeout:kn.Fade},unmountOnClose:!0,returnFocusAfterClose:!0,container:"body",trapFocus:!1},br=function(e){y(n,e);var a=T(n);function n(e){var t;return u(this,n),(t=a.call(this,e))._element=null,t._originalBodyPadding=null,t.getFocusableChildren=t.getFocusableChildren.bind(k(t)),t.handleBackdropClick=t.handleBackdropClick.bind(k(t)),t.handleBackdropMouseDown=t.handleBackdropMouseDown.bind(k(t)),t.handleEscape=t.handleEscape.bind(k(t)),t.handleTab=t.handleTab.bind(k(t)),t.onOpened=t.onOpened.bind(k(t)),t.onClosed=t.onClosed.bind(k(t)),t.manageFocusAfterClose=t.manageFocusAfterClose.bind(k(t)),t.clearBackdropAnimationTimeout=t.clearBackdropAnimationTimeout.bind(k(t)),t.trapFocus=t.trapFocus.bind(k(t)),t.state={isOpen:!1},t}return g(n,[{key:"componentDidMount",value:function(){var e=this.props,t=e.isOpen,a=e.autoFocus,n=e.onEnter;t&&(this.init(),this.setState({isOpen:!0}),a&&this.setFocus()),n&&n(),document.addEventListener("focus",this.trapFocus,!0),this._isMounted=!0}},{key:"componentDidUpdate",value:function(e,t){if(this.props.isOpen&&!e.isOpen)return this.init(),void this.setState({isOpen:!0});this.props.autoFocus&&this.state.isOpen&&!t.isOpen&&this.setFocus(),this._element&&e.zIndex!==this.props.zIndex&&(this._element.style.zIndex=this.props.zIndex)}},{key:"componentWillUnmount",value:function(){this.clearBackdropAnimationTimeout(),this.props.onExit&&this.props.onExit(),this._element&&(this.destroy(),(this.props.isOpen||this.state.isOpen)&&this.close()),document.removeEventListener("focus",this.trapFocus,!0),this._isMounted=!1}},{key:"handleBackdropClick",value:function(e){if(e.target===this._mouseDownElement){e.stopPropagation();var t=this._backdrop;if(!this.props.isOpen||!0!==this.props.backdrop)return;t&&e.target===t&&this.props.toggle&&this.props.toggle(e)}}},{key:"handleTab",value:function(e){if(9===e.which&&!(this.offcanvasIndex<n.openCount-1)){var t=this.getFocusableChildren(),a=t.length;if(0!==a){for(var 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zr=["className","closeClassName","closeAriaLabel","cssModule","tag","color","isOpen","toggle","children","transition","fade","innerRef"],Rr={children:at.node,className:at.string,closeClassName:at.string,closeAriaLabel:at.string,color:at.string,cssModule:at.object,fade:at.bool,innerRef:at.oneOfType([at.object,at.string,at.func]),isOpen:at.bool,tag:wn,toggle:at.func,transition:at.shape(hs.propTypes)},Lr={color:"success",isOpen:!0,tag:"div",closeAriaLabel:"Close",fade:!0,transition:tn(tn({},hs.defaultProps),{},{unmountOnExit:!0})};function jr(e){var a=e.className,n=e.closeClassName,i=e.closeAriaLabel,s=e.cssModule,o=e.tag,d=e.color,r=e.isOpen,l=e.toggle,c=e.children,p=e.transition,u=e.fade,h=e.innerRef,m=sn(e,zr),f=pn(nt(a,"alert","alert-".concat(d),{"alert-dismissible":l}),s),g=pn(nt("btn-close",n),s),b=tn(tn(tn({},hs.defaultProps),p),{},{baseClass:u?p.baseClass:"",timeout:u?p.timeout:0});return 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If You do not agree with Our policies and practices, You have the option is to not utilize the Website. By accessing or using the Website, You agree to the terms of this Policy. This Policy may change from time to time (see Changes to Our Privacy Policy). Your continued use of the Website after We make changes is deemed to be acceptance of those changes, so please check the Policy periodically for updates."}),(0,np.jsx)("h3",{children:"Children Under the Age of 18"}),(0,np.jsxs)("p",{children:["Our Website is not intended for children under 18 years of age. No one under age 18 may provide any information to the Website. We do not knowingly collect personal information from children under 18. If You are under 18, do not use or provide any information on the Website or on or through any of its features/register on the Website, make any purchases through the Website, use any of the interactive or public comment features of the Website, or provide any information about Yourself to Us, including Your name, address, telephone number, email address, or any screen name or user name You may use. If We learn We have collected or received personal information from a child 18, We will delete that information. If You believe We might have any information from or about a child under 18, please contact Us at ",(0,np.jsx)("a",{href:"mailto:admin@actiondriveneducation.com",children:"admin@actiondriveneducation.com"}),"."]}),(0,np.jsx)("h3",{children:"Information We Collect About You and How We Collect It"}),(0,np.jsx)("p",{children:"We collect several types of information from and about users of the Website, including information:"}),(0,np.jsxs)("ul",{children:[(0,np.jsxs)("li",{children:["By which You may be personally identified, such as name, postal address, telephone, or e-mail address (\u201c",(0,np.jsx)("b",{children:"Personal Information"}),"\u201d);"]}),(0,np.jsx)("li",{children:"That is about You but individually does not identify You, such as demographic information; and"}),(0,np.jsx)("li",{children:"About Your internet connection, the equipment You use to access Our Website, and usage details."})]}),(0,np.jsx)("p",{children:"We collect this information:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"Directly from You when You provide it to Us;"}),(0,np.jsx)("li",{children:"Automatically as You navigate through the Website. Information collected automatically may include usage details, IP addresses, and information collected through cookies, web beacons, and other tracking technologies."}),(0,np.jsx)("li",{children:"When applicable, from third-parties."})]}),(0,np.jsx)("h3",{children:"Information You Provide to Us."}),(0,np.jsx)("p",{children:"The information We collect on or through the Website may include:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"Information that You provide by filling in forms on the Website, including information provided at the time of registering to use the Website, posting material, or requesting further services. We may also ask You for information when You report a problem with the Website;"}),(0,np.jsx)("li",{children:"Records and copies of Your correspondence (including email addresses), if You contact Us;"}),(0,np.jsx)("li",{children:"Your responses to surveys that We might ask You to complete for research purposes;"}),(0,np.jsx)("li",{children:"Details of transactions You carry out through the Website and fulfillment of Your orders. You may be required to provide financial information before placing an order through the Website; and"}),(0,np.jsx)("li",{children:"Your search queries on the Website."})]}),(0,np.jsxs)("p",{children:["You may also provide information to be published or displayed on public areas of the Website or transmitted to other users of the Website or third-parties (collectively, \u201c",(0,np.jsx)("b",{children:"User Contributions"}),"\u201d). Your User Contributions are posted on and transmitted to others at Your own risk. Please be aware that no security measures are perfect or impenetrable. Additionally, We cannot control the actions of other users of the Website with whom You may choose to share Your User Contributions. Therefore, We cannot and do not guarantee that Your User Contributions will not be viewed by unauthorized persons."]}),(0,np.jsx)("h3",{children:"Information We Collect Through Automatic Data Collection Technologies."}),(0,np.jsx)("p",{children:"As You navigate through and interact with the Website, We may use automatic data collection technologies to collect certain information about Your equipment, browsing actions, and patterns, including:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"Usage Details. Details of Your visits to the Website, including traffic data, location data, logs, and other communication data and the resources that You access and use on the Website; and"}),(0,np.jsx)("li",{children:"Device Information. Information about Your computer, internet connection, and mobile device, including Your IP address, operating system, phone model, mobile network, device\u2019s telephone number, and browser type."})]}),(0,np.jsx)("p",{children:"We may also use these technologies to collect information about Your online activities over time and across third-party websites or other online services (behavioral tracking). Please contact us admin@actiondriveneducation.com if You do not want us to collect this information and for information on how You can opt out of behavioral tracking on or through this Website and how we respond to browser signals and other mechanisms that enable consumers to exercise choice about behavioral tracking."}),(0,np.jsx)("h3",{children:"Information Collection and Tracking Technologies"}),(0,np.jsx)("p",{children:"The information We collect automatically is statistical data and does not include personal information, but We may maintain it or associate it with personal information We collect in other ways or receive from third-parties. It helps Us to improve the Website and to deliver better and more personalized services, including by enabling Us to:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"Estimate Our audience size and usage patterns;"}),(0,np.jsx)("li",{children:"Store information about Your preferences and/or favorite listings on the Website, allowing Us to customize the Website according to Your individual interests;"}),(0,np.jsx)("li",{children:"Speed up Your searches; and"}),(0,np.jsx)("li",{children:"Recognize You when You return to the Website."})]}),(0,np.jsx)("p",{children:"The technologies We use for this automatic data collection may include:"}),(0,np.jsxs)("ul",{children:[(0,np.jsxs)("li",{children:[(0,np.jsx)("b",{children:"Cookies (or browser cookies)."})," A cookie is a small file placed on the hard drive of Your computer. You may refuse to accept browser cookies by activating the appropriate setting on Your browser. However, if You select this setting, You may be unable to access certain parts of the Website. Unless You have adjusted Your browser setting so that it will refuse cookies, Our system will issue cookies when You direct Your browser to the Website."]}),(0,np.jsxs)("li",{children:[(0,np.jsx)("b",{children:"Flash Cookies."})," Certain features of the Website may use locally stored objects (or Flash cookies) to collect and store information about Your preferences and navigation to, from, and on the Website. Flash cookies are not managed by the same browser settings as are used for browser cookies. For information about managing Your privacy and security settings for Flash cookies, contact us at admin@actiondriveneducation.com."]}),(0,np.jsxs)("li",{children:[(0,np.jsx)("b",{children:"Web Beacons."})," Pages on the Website and Our e-mails may contain small electronic files known as web beacons (also referred to as clear gifs, pixel tags, and single-pixel gifs) that permit the Company to count users who have visited those pages, opened an email, or for other related website statistics such as recording the popularity of certain website content and verifying system and server integrity."]})]}),(0,np.jsx)("p",{children:"We do not collect personal information automatically, but We may tie this information to personal information about You that We collect from other sources or that You provide to Us."}),(0,np.jsx)("h3",{children:"Third-Party Information Collection"}),(0,np.jsx)("p",{children:"When You use the Website or its content, certain third-parties may use automatic information collection technologies to collect information about You or Your device. These third-parties may include:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"Advertisers, ad networks, and ad servers; and"}),(0,np.jsx)("li",{children:"Your service provider."})]}),(0,np.jsx)("p",{children:"Some content or applications, including advertisements, on the Website are served by third-parties, including advertisers, ad networks, and servers, content providers, and application providers. These third-parties may use cookies (alone or in conjunction with web beacons or other tracking technologies) to collect information about You when You use this Website. The information they collect may be associated with Your personal information or they may collect information, including personal information, about Your online activities over time and across different websites, apps, and other online services websites. They may use this information to provide You with interest-based (behavioral) advertising or other targeted content."}),(0,np.jsx)("p",{children:"We do not control these third-parties' tracking technologies or how they may be used. If You have any questions about an advertisement or other targeted content, You should contact the responsible provider directly. For information about how You can opt out of receiving targeted advertising from many providers, see \u201cChoices About How We Use and Disclose Your Information.\u201d"}),(0,np.jsx)("h3",{children:"How We Use Your Information"}),(0,np.jsx)("p",{children:"We use information that We collect about You or that You provide to Us, including any personal information, to:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"Present our Website and its contents to You;"}),(0,np.jsx)("li",{children:"Provide You with information, products, or services that You request from Us;"}),(0,np.jsx)("li",{children:"Fulfill any other purpose for which You provide it;"}),(0,np.jsx)("li",{children:"Provide You with notices about Your account and subscription, respond to comments, questions, and provide customer service;"}),(0,np.jsx)("li",{children:"To carry out Our obligations and enforce Our rights arising from any contracts entered into between You and Us, including for billing and collection;"}),(0,np.jsx)("li",{children:"Notify You about changes to the Website or any products or services We offer or provide though it;"}),(0,np.jsx)("li",{children:"Allow You to participate in interactive features on the Website;"}),(0,np.jsx)("li",{children:"Communicate about promotions, upcoming events, and other news about products and services offered by Us and Our selected partners;"}),(0,np.jsx)("li",{children:"In any other way We may describe when You provide the information; and"}),(0,np.jsx)("li",{children:"For any other purpose with Your consent."})]}),(0,np.jsx)("p",{children:"The usage information We collect helps us to improve Our Website and to deliver a better and more personalized experience by enabling Us to:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"Estimate Our audience size and usage patterns;"}),(0,np.jsx)("li",{children:"Store information about Your preferences, allowing us to customize Our Website according to Your individual interests;"}),(0,np.jsx)("li",{children:"Speed up Your searches; and"}),(0,np.jsx)("li",{children:"Recognize when You use the Website."})]}),(0,np.jsx)("p",{children:"We may also use Your information to contact You about Our own and third-parties' goods and services that may be of interest to You."}),(0,np.jsx)("p",{children:"We may use the information we collect to display advertisements to Our advertisers' target audiences. Even though We do not disclose Your personal information for these purposes without Your consent, if You click on or otherwise interact with an advertisement, the advertiser may assume that You meet its target criteria."}),(0,np.jsx)("h3",{children:"Disclosure of Your Information"}),(0,np.jsx)("p",{children:"We may disclose aggregated information about Our users, and information that does not identify any individual, without restriction."}),(0,np.jsx)("p",{children:"We may disclose personal information that We collect or You provide as described in this Policy:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"To Our subsidiaries and affiliates;"}),(0,np.jsx)("li",{children:"To contractors, service providers, and other third-parties We use to support Our business and who are bound by contractual obligations to keep personal information confidential and use it only for the purposes for which We disclose it to them;"}),(0,np.jsx)("li",{children:"To a buyer or other successor in the event of a merger, divestiture, restructuring, reorganization, dissolution, or other sale or transfer of some or all of the Company\u2019s assets, whether as a going concern or as part of bankruptcy, liquidation, or similar proceeding, in which personal information held by the Company about the Website\u2019s users is among the assets transferred;"}),(0,np.jsx)("li",{children:"To third-parties to market their products or services to You. We contractually require these third parties to keep personal information confidential and use it only for the purposes for which we disclose it to them;"}),(0,np.jsx)("li",{children:"To fulfill the purpose for which You provide it;"}),(0,np.jsx)("li",{children:"For any other purpose disclosed by Us when You provide the information; and"}),(0,np.jsx)("li",{children:"With Your consent."})]}),(0,np.jsx)("p",{children:"We may also disclose Your personal information:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"To comply with any court order, law, or legal process, including to respond to any government or regulatory request;"}),(0,np.jsx)("li",{children:"To enforce or apply Our Terms of Use and other agreements, including for billing and collection purposes; and"}),(0,np.jsx)("li",{children:"If We believe disclosure is necessary or appropriate to protect the rights, property, or safety of the Company, Our customers, or others, including exchanging information with other companies and organizations for the purposes of fraud protection and credit risk reduction."})]}),(0,np.jsx)("h3",{children:"Choices About How We Use and Disclose Your Information"}),(0,np.jsx)("p",{children:"We strive to provide You with choices regarding the personal information You provide to Us. We have created mechanisms to provide You with the following control over Your information:"}),(0,np.jsxs)("ul",{children:[(0,np.jsxs)("li",{children:[(0,np.jsx)("b",{children:"Tracking Technologies and Advertising."})," You can set Your browser to refuse all or some browser cookies, or to alert You when cookies are being sent. To learn how You can manage Your Flash cookie settings, visit the Flash player settings page on Adobe\u2019s website. If You disable or refuse cookies, please note that some parts of this site may then be inaccessible or not function properly."]}),(0,np.jsxs)("li",{children:[(0,np.jsx)("b",{children:"Promotional Offers from the Company."})," If You do not wish to have Your email address/contact information used by the Company to promote Our own or third-parties\u2019 products or service may send us an email asking to be omitted from disclosures of this nature. If We have sent You a promotional email, You may send Us a return email asking to be omitted from future email distributions."]}),(0,np.jsxs)("li",{children:[(0,np.jsx)("b",{children:"Targeted Advertising by the Company."})," If You do not want Us to use information that We collect or that You provide to Us to deliver advertisements according to Our advertisers' target-audience preferences, You can opt-out by emailing",(0,np.jsx)("a",{href:"mailto:admin@actiondriveneducation.com",children:"admin@actiondriveneducation.com"}),"."]}),(0,np.jsxs)("li",{children:[(0,np.jsx)("b",{children:"Disclosure of Your Information for Third-Party Advertising and Marketing."})," If You do not want Us to share Your personal information with unaffiliated or non-agent third-parties for advertising and marketing purposes, You can opt-out by emailing",(0,np.jsx)("a",{href:"mailto:admin@actiondriveneducation.com",children:"admin@actiondriveneducation.com"}),"."]})]}),(0,np.jsxs)("p",{children:["We do not control third-parties\u2019 collection or use of Your information to serve interest-based advertising. However, these third-parties may provide You with ways to choose not to have Your information collected or used in this way. You can opt out of receiving targeted ads from members of the Network Advertising Initiative (\u201c",(0,np.jsx)("b",{children:"NAI"}),"\u201d) on the NAI\u2019s website."]}),(0,np.jsx)("h3",{children:"Accessing and Correcting Your Information"}),(0,np.jsx)("p",{children:"You can review and change Your personal information by sending Us an email at admin@actiondriveneducation.com to request access to, correct, or delete any personal information that You have provided to Us. We may not accommodate a request to change information if We believe the change would violate any law or legal requirement or cause the information to be incorrect."}),(0,np.jsx)("p",{children:"If You delete Your User Contributions from the Website, copies of Your User Contributions may remain viewable in cached and archived pages or might have been copied or stored by other Website users. Proper access and use of information provided on the Website, including User Contributions, is governed by Our Terms of Use."}),(0,np.jsx)("h3",{children:"Data Security"}),(0,np.jsx)("p",{children:"We have implemented measures designed to secure Your personal information from accidental loss and from unauthorized access, use, alteration, and disclosure. The safety and security of Your information also depends on You. Where we have given You (or where You have chosen) a password for access to certain parts of our Website, You are responsible for keeping this password confidential. We ask You not to share Your password with anyone."}),(0,np.jsx)("p",{children:"Unfortunately, the transmission of information via the internet is not completely secure. Although We take reasonable actions to protect Your personal information, We cannot guarantee the security of Your personal information transmitted to the Website. Any transmission of personal information is at Your own risk. We are not responsible for circumvention of any privacy settings or security measures contained on the Website."}),(0,np.jsx)("h3",{children:"Changes to Our Privacy Policy"}),(0,np.jsx)("p",{children:"It is Our policy to post any changes We make to our Privacy Policy on this page with a notice on the Website\u2019s home page that the Privacy Policy has been updated. If We make material changes to how We treat Our users\u2019 personal information, We will notify You by email to the email address provided or through a notice on the home page for the Website. The date the Privacy Policy was last revised is identified at the top of the page. You are responsible for ensuring We have an up-to-date active and deliverable email address for You, and for periodically visiting Our Website and this Privacy Policy to check for any changes."}),(0,np.jsx)("h3",{children:"Contact Information"}),(0,np.jsxs)("p",{children:["To ask questions or comment about this Privacy Policy and Our privacy practices, contact Us at ",(0,np.jsx)("a",{href:"mailto:admin@actiondriveneducation.com",children:"admin@actiondriveneducation.com"}),"."]})]})})})]})]})},Am=function(e){return(0,np.jsxs)(np.Fragment,{children:[(0,np.jsx)(ch,{}),(0,np.jsxs)("div",{className:"acco-terms",children:[(0,np.jsx)(lh,{title:"Terms of Use"}),(0,np.jsx)(Rn,{children:(0,np.jsx)(Hn,{children:(0,np.jsxs)(ei,{md:{size:8,offset:2},children:[(0,np.jsx)("p",{children:(0,np.jsx)("b",{children:"Last Modified: March, 2020"})}),(0,np.jsx)("h3",{children:"Acceptance of the Terms of Use"}),(0,np.jsxs)("p",{children:["These terms of use are entered into by and between the customer (\u201c",(0,np.jsx)("b",{children:"You"}),"\u201d or \u201c",(0,np.jsx)("b",{children:"Your"}),"\u201d) and Action Driven Education, LLC (\u201c",(0,np.jsx)("b",{children:"Company"}),"\u201d, \u201c",(0,np.jsx)("b",{children:"We"}),"\u201d, \u201c",(0,np.jsx)("b",{children:"Us"}),"\u201d or \u201c",(0,np.jsx)("b",{children:"Our"}),"\u201d). The following terms and conditions, together with any documents they expressly incorporate by reference (collectively, these \u201c",(0,np.jsx)("b",{children:"Terms of Use"}),"\u201d), govern Your access to and use of www.accomods.com (the \u201cSite\u201d), including, without limitation (hereafter \u201cincluding\u201d), any content, functionality and services offered on or through ",(0,np.jsx)("a",{href:"http://www.actiondriveneducation.com",target:"_blank",children:"www.actiondriveneducation.com"}),"(collectively, the \u201c",(0,np.jsx)("b",{children:"Service"}),"\u201d), whether as a guest or a registered user."]}),(0,np.jsxs)("p",{children:["Please read the Terms of Use carefully before You start to use the Service. By using the Service and intending to be legally bound hereby, You accept and agree to be bound and abide by these Terms of Use and Our Privacy Policy, found at",(0,np.jsx)("a",{href:"https://actiondriveneducation.com/wp-content/uploads/2020/03/Action-Driven-Education-LLC-Privacy-Policy.docx",target:"_blank",children:"https://actiondriveneducation.com/wp-content/uploads/2020/03/Action-Driven-Education-LLC-Privacy-Policy.docx"}),"incorporated herein by reference. If You do not want to agree to these Terms of Use or the Privacy Policy, You must not access or use the Service."]}),(0,np.jsx)("p",{children:"The Service is offered and available to users who are 18 years of age or older. By using the Service, You represent and warrant that You are of legal age to form a binding contract with the Company and meet all of the foregoing eligibility requirements. If You do not meet all of these requirements, You must not access or use the Service."}),(0,np.jsx)("h3",{children:"Changes to the Terms of Use"}),(0,np.jsx)("p",{children:"We grant You a personal, limited, non-transferable, non-exclusive license to access and use the Site. We may revise and update these Terms of Use from time to time in Our sole discretion. All changes are effective immediately when We post them and apply to all access to and use of the Service thereafter. However, any changes to the dispute resolution provisions set forth in Governing Law and Jurisdiction will not apply to any disputes for which the parties have actual notice prior to the date the change is posted on the Service."}),(0,np.jsx)("p",{children:"Your continued use of the Service following the posting of revised Terms of Use means that You accept and agree to the changes. You are expected to check this page frequently so You are aware of any changes, as they are binding on You."}),(0,np.jsx)("h3",{children:"Accessing the Service and Account Security"}),(0,np.jsx)("p",{children:"We reserve the right to withdraw or amend the Service, and any service or material We provide on the Service, in Our sole discretion without notice. We will not be liable if, for any reason, all or any part of the Service is unavailable at any time or for any period. From time to time, We may restrict access to some parts of the Service, or the entire Service, to users, including registered users."}),(0,np.jsx)("p",{children:"You are responsible for:"}),(0,np.jsxs)("ul",{children:[(0,np.jsx)("li",{children:"Making all arrangements necessary for You to have access to the Service; and"}),(0,np.jsx)("li",{children:"Ensuring that all persons who access the Service through Your internet connection are aware of these Terms of Use and comply with them."})]}),(0,np.jsxs)("p",{children:["To access the Service or some of the resources it offers, You may be asked to provide certain registration details or other information. It is a condition of Your use of the Service that all the information You provide on the Service is correct, current and complete. You agree that all information You provide to register with the Service or otherwise, including, but not limited to, the use of any interactive features on the Service, is governed by Our Privacy Policy,",(0,np.jsx)("a",{href:"https://actiondriveneducation.com/wp-content/uploads/2020/03/Action-Driven-Education-LLC-Privacy-Policy.docx",target:"_blank",children:"https://actiondriveneducation.com/wp-content/uploads/2020/03/Action-Driven-Education-LLC-Privacy-Policy.docx"}),"and You consent to all actions We take caution with respect to Your information, consistent with Our Privacy Policy."]}),(0,np.jsx)("p",{children:"If You choose, or are provided with, a user name, password, or any other piece of information as part of Our security procedures, You must treat such information as confidential, and You must not disclose it to any other person or entity. Your account is personal to You, and You must not provide any other person with access to the Service or portions of it using Your user name, password, or other security information. You must notify Us immediately of any unauthorized access to or use of Your user name or password or any other breach of security. You must also ensure that You exit from Your account at the end of each session. You will use particular caution when accessing Your account from a public or shared computer so that others are not able to view or record Your password or other personal information."}),(0,np.jsx)("p",{children:"We have the right to disable any user name, password, or other identifier, whether chosen by You or provided by Us, at any time in Our sole discretion for any or no reason, including if, in Our opinion, You have violated any provision of these Terms of Use."}),(0,np.jsx)("h3",{children:"Intellectual Property Rights"}),(0,np.jsx)("p",{children:"The Service and its entire contents, features, and functionality (including all information, software, text, displays, images, video and audio, and the design, selection, and arrangement thereof), are owned by the Company, its licensors or other providers of such material and are protected by United States and international copyright, trademark, patent, trade secret, and other intellectual property or proprietary rights laws."}),(0,np.jsx)("p",{children:"These Terms of Use permit You to use the Service for Your personal, non-commercial use only. 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No right, title, or interest in or to the Service or any content on the Service is transferred to You, and all rights not expressly granted are reserved by the Company. Any use of the Service not expressly permitted by these Terms of Use is a breach of these Terms of Use and may violate copyright, trademark, and other laws."}),(0,np.jsx)("h3",{children:"Trademarks"}),(0,np.jsx)("p",{children:"The Company name, the Company logo, and all related names, logos, product and service names, designs, and slogans are trademarks of the Company or its affiliates or licensors. You must not use such marks without the prior written permission of the Company. All other names, logos, product and service names, designs, and slogans on the Service are the trademarks of their respective owners."}),(0,np.jsx)("h3",{children:"Prohibited Uses"}),(0,np.jsx)("p",{children:"You may use the Service only for lawful purposes and in accordance with these Terms of Use. 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class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">When a student struggles\nto express their thoughts in writing, it is difficult for them to show what was\nlearned if the assessment method includes a writing requirement.&nbsp; This\ndifficulty often results in a poor grade that is not a true reflection of\nlearning.&nbsp; By focusing assessment efforts on methods that don\u2019t focus on\nwriting, teachers gain a more valid picture of what the student has\nlearned.&nbsp;&nbsp;</span><o:p></o:p></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school social studies teacher, who instructs a virtual class, asks a student to\nrecord his spoken response to an essay question on a test.&nbsp; The teacher uses 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group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"6df2b416-690c-466a-9d68-5d6be0b0ac65",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:36:24.6760000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-08T14:23:56.9140000Z"}}},{Key:"A10",Title:"Permit student to revisit indicated questions prior to grading",Description:'<p class="MsoNormal"><o:p></o:p></p><p><span style="line-height: 107%;">During assessments, the\nstudent is required to complete all questions but is permitted to indicate\nassessment items they would like to revisit before grading.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;">&nbsp;&nbsp;</span></font></span><br></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">This assessment accommodation permits the\nstudent to continue learning from assessments.&nbsp; By indicating that they\nwould like to revisit a question, there is an understanding that the student\nwill be working on learning something that he has realized he didn\u2019t learn before\ntaking the exam.&nbsp; Students who struggle with memory issues can benefit\nfrom this accommodation as it supports ongoing learning and requires processing\nwhat the student knows and doesn\u2019t know.&nbsp; This practice helps to build the\nstudent\u2019s ability to store and recall information.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should discuss the amount of time\npermitted between the assessment and the requirement to finalize all revisited questions.\nAdditionally, teams may wish to consider utilizing this accommodation for only\ncertain subjects or certain types of tests.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">While it is possible to be modified and used\nwith a variety of students, typically, this accommodation is used for older\nstudents.&nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school student is permitted to indicate\nwhich math problems he would like to revisit from chapter math tests.&nbsp; His\nIEP team determined that it was appropriate for him to be able to utilize this\naccommodation in math class only and that the numbers presented in the\nquestions would be changed without changing the complexity of the problem.&nbsp;\nThe student indicates which items he would like to revisit by placing his\ninitials beside the question.<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">In English class, while reading novels, a high\nschool student is permitted to revisit questions he indicates from the chapter\nand cumulative exams. The questions should be completed within a day.&nbsp; The\nstudent indicates which questions he would like to revisit by placing a circle\naround the question number.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A cyber teacher meets individually with her student to discuss a recent exam.&nbsp; The student reviews two skills the student was unable to demonstrate effectively during the test.&nbsp; The next day the student retakes the exam to demonstrate his skills.</p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.edutopia.org/article/allowing-test-retakes-without-getting-gamed">Allowing\nTest Retakes-Without Getting Gamed</a> \u2013 Stephanie Merrill - Edutopia<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Can keep track of obligations",__i:{guid:"c93c2fd6-a94d-4d42-a217-bf91c12c5dcf",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:53.003Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"941a14c4-4a4a-44d9-b2f9-4e7ab52ffcc4",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:41:20.2920000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-14T14:39:54.3980000Z"}}},{Key:"A11",Title:"Review assignment directions with student to ensure understanding",Description:'<p><span style="line-height: 107%;">Before beginning an assignment, including classwork, homework, quizzes,\ntests, etc., teachers should review directions with the student to make sure\nthey are understood.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams may wish to consider developing an approach that\nis consistent across all environments.&nbsp;\nConsistency should include a method and timing of the review so that the\nstudent understands the process.&nbsp; <o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="margin-left: 0.75in;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Method:&nbsp; If appropriate, consider approaches that\ninvolve the student, such as asking the student to restate directions or to summarize\ntheir understanding, followed by support and/or corrections by the\nteacher.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoListParagraphCxSpLast" style="margin-left: 0.75in;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Timing:&nbsp; Teams should discuss a timeline of when a\nreview should occur.&nbsp; It should be\nunderstood that classrooms are active environments that present situations that\ncan inhibit events from always happening in a planned method, however, teams\nshould establish a plan for the norm and work to develop an understanding of consistency\nwith the plan.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade classroom instructional aide speaks\nbriefly with a student before she begins any assignment.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A third-grade teacher speaks briefly with her student before\nhe begins any assignment.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><o:p>A teacher with a virtual classroom provides a short video clip with each assignment where she reviews and provides additional details on the directions.</o:p></span></p><p class="MsoNormal">A fifth-grade student understands that when all\nassignments are given, he is to place his name and date on the assignment, read\nthe directions, circle words that confuse him, and then prepare a summary of\nhis understanding.&nbsp; Within this time, his\nteachers will circulate to his desk to discuss his understanding.&nbsp;<br></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student is allowed to discuss assignment\ndirections with a peer who is established as his learning partner.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student works with her IEP team to\nestablish an understanding that she is to rewrite a summary of assignment\ndirections in her own words.&nbsp; This summary\nwill then be read by her teachers to confirm her understanding and/or clarify\nany confusion before beginning all assignments.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:5},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://ditchthattextbook.com/10-ways-to-make-good-google-classroom-assignments-better/">10\nways to make good Google Classroom assignments better</a> \u2013 Ditch That Textbook<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"881bff26-2707-42bf-92a2-dad8dfb99c1b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T15:33:18.8150000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T12:50:54.3200000Z"}}},{Key:"A13",Title:"Go over directions/sections orally",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">When giving an assessment,\nit is essential to ensure a student understands the task(s) they need to\ncomplete. &nbsp;By reviewing the directions orally, a teacher can confirm that\nthe student understands the instructions and completes the assessment to the\nbest of his/her ability.</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">IEP teams should consider\nthis accommodation when a student needs support with understanding what he\nreads.&nbsp; By reading directions orally, teachers can help the student to\nbetter understand the task which supports his performance on assessments and\nother tasks.</span><o:p></o:p></p>',Examples:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher reads the directions and explains each section of her\ntest to the entire class.<o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher stops individually to explain the directions to a\nclass assignment.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.naturalreaders.com/">Natural Reader</a>&nbsp;-&nbsp;<o:p></o:p>Upload text and documents or convert to mp3 to listen to anywhere anytime</p><p class="MsoNormal"><a href="https://creaceed.com/prizmogo">Prizmo Go</a>&nbsp;-&nbsp;<o:p></o:p>Grab text instantly with camera, and copy, translate, or read it aloud</p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US">Google\nRead and Write Extension</a><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Doesn\u2019t mind being interrupted",Description:"",__i:{guid:"0fb501e5-6712-41bb-9b77-eb5f835a60df",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:16:21.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-22T14:13:03.03Z"}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"8ed2310d-d012-4ed6-b768-fd36cda665ae",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:42:35.5330000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:29:18.5500000Z"}}},{Key:"A15",Title:"Provide a vocabulary list with definitions",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A vocabulary list with\ndefinitions can support a student when reading so they can reference it when\nreading unknown words.</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Frequently students who\nstruggle to read do so because of a struggle with decoding and fluency.\n&nbsp;By assisting a student with unknown words, the student can quickly\nidentify the word, which helps them to read more fluently. &nbsp;In situations\nwhere words are unfamiliar because of a lack of context (in directions and\nassessment items), a student must rely upon decoding and then vocabulary\nknowledge to be able to identify unknown words. &nbsp;In many of these same\ninstances, a student\u2019s lack of understanding of vocabulary can impede his\nability to perform well on tests when the vocabulary isn\u2019t the assessment focus.&nbsp;\nFrequently this happens in math classes, so careful attention to vocabulary\nthat describes processes is critical.</span><o:p></o:p></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A teacher gives her student a list of vocabulary words that will\nbe used on state testing.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher provides a\nlist of terms that will be used on an upcoming math test.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p style="margin: 0in 0in 17pt;">A teacher sets up a Quizlet\nto assist his students in preparation for an upcoming history lesson.</p><p style="margin: 0in 0in 17pt;">At the beginning of each unit, a teacher posts a vocabulary list to her Google Drive.</p><p style="margin: 0in 0in 17pt;"><span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:10},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:10},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. 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background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; vertical-align: baseline;"><a href="https://www.teachthought.com/literacy/21-digital-tools-build-vocabulary/">Build\nVocabulary With These Digital Tools</a> \u2013 Teachthought.com<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"b4de922a-3d39-460d-adda-bbca84162acd",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:43:34.6540000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-02-01T19:19:11.4540000Z"}}},{Key:"A16",Title:"Permit as much time as necessary to complete test/assignments",Description:'<p class="MsoNormal"><span style="line-height: 107%;">All students work at different rates. &nbsp;The\naccommodation of extended time should be made available to provide students\nwith as much time as necessary to demonstrate their skills.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students should be given as much time as necessary\nwhenever appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A teacher provides a test to the class with as much time\nas necessary to complete the test. &nbsp;She also provides an enrichment\nactivity that students who finish early will complete while they wait.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A teacher informs students that they may complete an\nassignment at home if they need additional time.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Phonological Processing",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  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focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"580ac071-8875-42a2-ace0-e28073a122d0",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:44:29.8440000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T13:26:35.1320000Z"}}},{Key:"A17",Title:"Reduce the number of questions on tests",Description:'<p><span style="line-height: 107%;">Longer tests and quizzes should be reduced to permit the student an\nopportunity to demonstrate learning but not require an excessive amount of time.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Many students require extended amounts of time\nto complete tests and quizzes.&nbsp; These students could struggle with reading\nspeed, processing speed, or other disabilities that cause them to take longer\nthan average to complete an assessment.&nbsp; Often, this extended time is taken\nfrom social or other learning opportunities.&nbsp; By taking this time, the\nstudent then falls behind in learning or with socialization\nopportunities.&nbsp; As students become older, they will frequently rush\nthrough exams to avoid taking this extended time to complete an assessment,\nwhich results in poor grades.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">IEP teams should consider the length of exams\nand discuss when it is appropriate to reduce the number of questions.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal"><o:p>&nbsp;</o:p></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A fifth-grade math teacher modifies the number\nof test questions by circling the questions she would like her student to\ncomplete.&nbsp; If time permits, the student is to go back through to continue\nto work on any questions he didn\u2019t complete.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"><o:p>A cyber student is provided a modified exam that includes a limited number of questions.</o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school social studies teacher reduces the\nnumber of questions on an exam by half because he knows that his student\ntypically takes almost twice as long as his classmates to complete an assessment.&nbsp; &nbsp;<br></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"><span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:7},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:7},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is confident",Description:"The student is sure of self and has no uncertainty of abilities.",__i:{guid:"e81dd1a1-a988-4df7-bce5-cb029cf3cfeb",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:51.357Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:57:52.495Z"}}},Priority:1},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1}],__i:{guid:"c8aaf95c-5ed7-46be-a540-8f413b9f7d57",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:45:26.9880000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-22T17:18:50.6310000Z"}}},{Key:"A18",Title:"Eliminate test items not focused on key concepts",Description:'<p><span style="line-height: 107%;">When a student is focused on learning the key concepts presented in each\nunit, tests should be modified to include only those key concepts. Other items\nare eliminated.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">A key concept based test should be focused on the main\nobjectives stated in the curriculum and/or daily lesson plans. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams may consider including this modification when using\nthe <span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><u><i>C23 \u2013 Modify\ncurriculum to include \u201cbig idea\u201d learning</i></u></span> \u2013 which details a method\nto make assessment and instruction match.&nbsp;\nThis modification is often used when a student\u2019s disability impacts\nlearning to a significant degree.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams may also consider coupling this modification with\nothers, including <u><i>L29 \u2013 To engage the student, ask\nthe student main idea questions during instruction </i></u>and <i><u>L85 \u2013 Check for understanding following main points of\ninstruction</u></i> in order to make a good instruction to assessment match.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An IEP must likely be present to utilize this\nmodification.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A high school life skills student is included for a\nsocial studies class.&nbsp; His instruction\nand assessments are based on mastering a single main idea from each\nlesson.&nbsp; Tests are modified to include\nthis main idea only.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student\u2019s science curriculum and\nassessments are modified to include 5-8 preselected main ideas from each\nunit.&nbsp; These main ideas are integrated\ninto the entire chapter and reviewed daily as his peers work to master other related\ncontent.&nbsp; Daily activities are all\nrelated to these main ideas, so it is expected that he is able to link each of\nthe concepts to the appropriate main idea.&nbsp;\nMastery of these connections is tested in each unit exam.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"5abc8ed6-67ec-40b6-ab0b-dafe1990b1e6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T15:40:48.2560000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T13:48:51.2450000Z"}}},{Key:"A19",Title:"Allow tests to be taken in an environment with fewer distractions",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student is permitted to take exams in an environment\nthat is free from distractions.&nbsp; This permits the student to pay attention\nto the exam without distraction from other students or interruptions from\noutside individuals.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Students who are easily distracted or require an\nintense focus on their work should be permitted to take tests and quizzes in a\nlocation that allows the fewest distractions possible.&nbsp; It is important\nfor teams to carefully consider the alternative environment as the goal with\nthis accommodation is to provide as close to a distraction-free environment as\npossible.&nbsp; Frequently a learning support room is used for this environment,\nbut often these rooms contain more distractions from students coming and going\nthan the standard test environment.&nbsp;&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">This accommodation doesn\u2019t necessarily mean that\nthe student needs to leave the room.&nbsp; Some classrooms may have access to a\nstudy carrel or other areas that can reduce or eliminate distractions.&nbsp;\nThe key is that the student is permitted to take exams where distractions are\neliminated or drastically reduced.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A student is excused with an instructional aide to take\na quiz in a quiet room down the hall.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A student uses a study carrel and headphones in the back\nof his teacher\u2019s classroom to take his exams.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A student is permitted to take exams in the teacher\u2019s\nclassroom across the hall during that teacher\u2019s prep period.</span></p><p class="MsoNormal">A cyber teacher works with her student\u2019s caregiver before exams to\nnotify them that the child will be taking tests at specific times during the\nweek.&nbsp; The parent works to remove\ndistractions at home. &nbsp;Before beginning\nthe assessment, the teacher then guides her through a process that includes turning\noff their cell phone, closing a door, and putting on a pair of noise-reducing\nheadphones.<o:p></o:p></p>',NeedsCategories:[{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Difficulty Multitasking",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}}],NeedsPriorities:[{Need:{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:7},{Need:{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Sensory 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ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.oxfordlearning.com/study-without-getting-distracted-tips/">How\nto Study Without Getting Distracted: Tips from the Experts</a> \u2013 Oxford Learning&nbsp;<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is a 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information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"213284d1-b8a6-4789-a712-f9a3ac7dddbe",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:46:27.6390000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T13:50:20.1540000Z"}}},{Key:"A2",Title:"Student should not be required to copy work",Description:'<p><span style="line-height: 107%;">During assessments, the student should not be required to complete work\nthat requires recopying.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">When a student struggles with or is inefficient\nat writing, assessments that require the student to copy or recopy will often\nnot produce an accurate reflection of learning.&nbsp;\nBy avoiding the requirement to copy work, teachers will get a more\naccurate assessment.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An English teacher gives a test requiring her students\nto recopy sentences to add correct punctuation.&nbsp;\nShe changes her requirements to require a student to place correct\npunctuation, or cross out incorrect punctuation in the already typed sentences.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student is provided a scribe to recopy a\nresearch paper in order to make corrections.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Writing Difficulties",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Time to Complete Tasks",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:null,lastUpdatedOn:null}}}],NeedsPriorities:[{Need:{Name:"Writing Difficulties",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Emotional 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Tasks",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"2dc868be-4eeb-41fc-8243-3052d179732a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:37:08.5880000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:41:59.5300000Z"}}},{Key:"A21",Title:"Divide tests into small sections of similar questions or problems",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Longer assignment such as tests and chapter review\nassignments are organized by concept or skill. &nbsp;This permits students to\nattend to a particular concept without confusion.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This accommodation should be used when a student\nstruggles to follow directions or becomes confused when the skills/procedures change back and forth throughout the exam. &nbsp;<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Frequently this accommodation is most beneficial in\nmathematics and in other instances where procedural skills are being tested.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A math teacher breaks his homework assignments into\nsections of similar skills.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A science teacher creates a test that asks all questions\nrelated to a specific concept in a section then places a line between each\nsection in order to divide the test.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Mathematics 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Deficit",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Quantitative Reasoning",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sequential Reasoning",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Mathematics Application",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Mathematics Computation",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Number Concepts and Number Sense",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:10},{Need:{Name:"Quantitative Reasoning",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Sequential Reasoning",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"662c5afc-af39-4f18-9fa5-dae7fb094012",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:47:39.4550000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T17:00:46.7570000Z"}}},{Key:"A22",Title:"Use recognition tests instead of essays",Description:'<p><span style="line-height: 107%;">Recognition type test questions include items\nsuch as matching, true/false, and multiple choice.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">The use of essay exam questions\nrequires the student to possess functional writing skills as well as the\nability to organize their thoughts around a given topic.&nbsp; For these reasons, the use of recognition\ntype tests can be beneficial for students who struggle with a variety of\nlanguage and/or written expression needs.&nbsp;\nBy using this type of test question, the student may be better able to\ndemonstrate their learning, helping to improve confidence and achievement.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">To support the team in deciding\nto utilize this accommodation, pay attention to the student\u2019s performance on\ntests.&nbsp; Does it appear that the child\nperforms better during recognition test questions?&nbsp; While gathering this data, be sure also to note\nthe level of rigor expected by the questions.&nbsp;\nDo not determine that the student performs better on recognition test\nquestions by only looking at Webb\u2019s DOK/Bloom\u2019s Taxonomy level 1 (knowledge)\nrecognition questions then comparing their performance to Webb\u2019s DOK/Bloom\u2019s\nTaxonomy upper level 4 (analysis, etc.) essay questions. <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">As written, this accommodation isn\u2019t\nintended to change the expected level of achievement (although it can be\nmodified to do so), rather it is intended to present assessment options for how\nto demonstrate the same level of content.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A sixth grade Social Studies\nteacher adapts a quiz by changing an essay into three multiple-choice questions.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher\nadapts an essay question intended to evaluate a child\u2019s understanding of cause\nand effect into a matching activity.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A biology teacher adapts the\nwritten procedures portion of a lab activity into a sequencing activity that\nrequires the student to order to steps they took to complete the task.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},Priority:5},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf"><span style="line-height: 107%;">Is This a Trick Question? A Short Guide to Writing Effective Test\nQuestions</span></a><span style="line-height: 107%;"> \u2013 Kansas State Department of\nEducation (be sure to pay attention to the table of contents!)<o:p></o:p></span></p><p class="MsoNormal"><a href="https://dpi.wi.gov/sites/default/files/imce/assessment/pdf/Forward%20Bloom\'s%20Taxonomy%20and%20Webb\'s%20DOK%20Doc.pdf"><span style="line-height: 107%;">Understanding Depth of Knowledge and Cognitive Complexity</span></a><span style="line-height: 107%;"> <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 0in; line-height: 31.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst">Using Webb\u2019s\nDepth of Knowledge to Increase Rigor</a> -\nedutopia<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes taking things apart and figuring out how they work",__i:{guid:"5bbea97f-87c4-4cc8-a7f8-f152e18d6275",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:49.86Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"a40d5299-3cbe-49b1-9578-b3eedef480c6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-08-26T12:54:19.1810000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:43:12.2370000Z"}}},{Key:"A27",Title:"Allow take home tests and quizzes",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Tests that are normally\nadministered during classes are sent home for the student to complete at\nhome.&nbsp; The time spent working on tests and quizzes in class can be used\nfor a variety of other purposes, including beginning a test, reviewing/studying\nfor the test, or providing instruction on a skill weakness.</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who will benefit from this modification are\ntypically trustworthy and honest students who are engaged in their\neducation.&nbsp; It is assumed that the student may use resources available to\nthem.&nbsp; However, teams that implement this modification should discuss these\ndetails with the student and parent.&nbsp; Additionally, traditional \u201cbrick and\nmortar\u201d schools may need to come to an understanding that many students in\nnon-traditional schools take all of their exams at home with the support of the\nchild\u2019s network present.&nbsp; The careful consideration of this assessment\nmodification may open up a variety of possibilities for students and their learning\nas it could provide time for additional instructional activities at\nschool.&nbsp;&nbsp;<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams need to thoughtfully consider the goal of a\nchild\u2019s education; learning.&nbsp; If a student repeatedly fails exams then\nassessment methods need to be considered with respect to their value.&nbsp; Far\ntoo often \u201cgiving the student a grade\u201d becomes the goal of instruction.&nbsp;\nModifications such as take-home tests can become yet another instructional tool to\nhelp the student actually learn versus receive a grade.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams may need to consider and discuss the student\u2019s\nfuture goals prior to selecting this modification.&nbsp; For example, it may not be\nappropriate if it is the student\u2019s goal to attend a traditional college.&nbsp;\nHowever, if the student\u2019s goal is to join the workforce, this modification may serve\nhim well as it teaches that accountability can extend beyond the walls of the school (and eventually work).<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">With the support of the child\u2019s parents, a\nmiddle school student completes all large tests at home.&nbsp; During the time\nhis classmates are testing, he reports to studyhall to complete a review sheet\nhis teacher has developed in order to review the test content.<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student takes all exams home to\ncomplete using any tool available to him.&nbsp; Tests and quizzes are submitted\nto the teacher the morning of the next day, so he\u2019s able to participate in the\nclass review of graded exams.&nbsp; While his classmates are testing, he works\nin the back of the room on a computer-based reading program designed to help\nhim improve his reading skills.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Below Grade Level",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Time to Complete Tasks",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Reading Below Grade Level",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:7},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Confidence",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Time to Complete Tasks",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Can keep track of obligations",__i:{guid:"c93c2fd6-a94d-4d42-a217-bf91c12c5dcf",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:53.003Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"50af3c97-37d2-431a-80ae-d93520c67fa1",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:48:54.4160000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:39:14.0870000Z"}}},{Key:"A28",Title:"Provide a word (or phrase) bank for fill in the blank test questions",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student should be provided with\na list of words (or phrases) representing correct answers for fill in the blank\ntype assessment questions.&nbsp; </span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;">&nbsp;&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss if the list\nof words to be provided should include the same number of options as questions\nor if additional options (distractors) should also be provided.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Caution may need to be taken\nwhile designing questions.&nbsp; Some\nquestions may need to be restated to develop a proper response to be included\nin the list of answer choices, for example, including or excluding transition\nwords in the question portion versus response portion.&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A sixth-grade student receives a\nword bank for all fill in the blank questions on his social studies exams and\nquizzes.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student receives a\nword, and phrase bank for all fill in the blank questions in his Biology and\nMusic class.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}}],NeedsPriorities:[{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:2},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},Priority:2}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.superteacherworksheets.com/generator-fill-in-the-blank.html"><span style="line-height: 107%;">Super Teacher Worksheets</span></a><span style="line-height: 107%;"> \u2013\nFill in the blank worksheet generator which gives the option of including a\nword bank.<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:20},{Strength:{Name:"Likes taking things apart and figuring out how they work",__i:{guid:"5bbea97f-87c4-4cc8-a7f8-f152e18d6275",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:49.86Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"a9149241-4991-4245-9f30-8254eeda54f4",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-09-21T19:02:20.9700000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-09-21T19:02:24.9700000Z"}}},{Key:"A3",Title:"Give page numbers (or web-links) to help the student find answers",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Page numbers that reference or assist the student in developing\nthe correct answer are provided for all (or specified) assignments.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A variety of students can benefit from this accommodation as it is\ndesigned to support the student to complete assignments and tests independently.&nbsp;\nStudents who struggle with intellectual skills, reading, comprehension, and\nother disabilities can be supported by providing page number references.&nbsp;\nAt its core, this accommodation is based on the idea that a student should know that,\ngiven some knowledge and skill from a subject, they can always find the answer\nto a question.&nbsp; Possessing knowledge isn\u2019t always the goal; the student\nknowing that he can find needed information is also important.&nbsp; A key for\nteams to remember is that a student\u2019s participation in a class is helping them\nto develop general knowledge and skills around a given subject so that they\nwill recognize the content\u2019s value and be able to call upon this recognition\nwhen necessary.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">As referenced below,\nthere are a variety of considerations that IEP teams need to discuss with this accommodation.&nbsp; A detailed discussion with teacher teams should answer the\nquestion: Given (student\u2019s) needs, when it is appropriate to provide page\nnumbers to help (student) find the answers to assignment/test questions?&nbsp;\nThese specifics should be included in the IEP.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Open book, open note,\nand open internet tests are becoming more popular in education due to the\nacceptance that knowledge is readily available and should be used by\nstudents during learning and testing.&nbsp; While this practice can be highly\neffective, it can also cause issues for students who struggle with\nreading.&nbsp; In some cases, teams may elect to provide page numbers or\nweb-links on all assignments that permit the \u201copen book\u201d atmosphere.&nbsp; This\npractice will assist the student who struggles to read fluently within the time\nit may take to complete these assignments.&nbsp; These specifics should be\ndiscussed and included in the IEP.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Some IEP teams may\nelect to use this accommodation to support the student in finding the answer to\nspecific questions.&nbsp; For example, a student may struggle with factual\ninformation, so page number references may be included for test/assignment\nquestions referencing factual, knowledge-type questions.&nbsp; (Ex: Who was the\nUS President during WWII?)&nbsp; In other cases, a student may struggle to answer higher-order (Webb\u2019s DOK levels 3 and 4) questions, so an IEP\nteam may elect to cite specific locations where the student may develop the\nknowledge and understanding necessary to answer a specific\nquestion.&nbsp;&nbsp;As always, these specifics should be included in the IEP.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n\n\n\n\n</p><p style="margin: 0in 0in 17pt;">In some cases, teachers may\nelect only to use this accommodation in certain subjects.&nbsp; For example, a\nstudent may be given this accommodation in a high school English class when the\nstudent is reading chapter books and novels.&nbsp; As always, these specifics\nshould be included in the IEP.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A middle school student\u2019s tests include page number references\nto the correct answer for all graded assignments.<u1:p></u1:p><o:p></o:p></p>\n\n<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school student\nis provided page number references to assist him as he answers questions on\ntests and quizzes related to chapter books he reads in his English class.<u1:p></u1:p><o:p></o:p></p>\n\n<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">In science and social\nstudies classes, a student is provided with page number references to help him\nto respond to open-ended questions during unit tests.<u1:p></u1:p><o:p></o:p></p>\n\n<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">In an elementary math\nclass, a student is given page numbers to reference the process used to solve\nproblems on his unit math test.<u1:p></u1:p><o:p></o:p></p>\n\n<p style="margin: 0in 0in 17pt;">A high school chemistry\nstudent is given a digital test that includes web-links to the definitions of\ncontent-specific vocabulary, so he is able to respond to all questions on his\ngraded assignments.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Below Grade Level",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Number Concepts and Number Sense",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  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background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">In general, this\naccommodation is used to support students in math classes.&nbsp; Students who\nstruggle to understand the format of exams, apply mathematics skills, and\ncomprehend exam questions can be supported by giving them a copy of the test\nwith different problems to use as a study guide.&nbsp; By providing the student\nwith a sample of the type and format of questions, teams are increasing the\nchances that the student will understand the test, allowing them to demonstrate\nhis/her knowledge and abilities better.&nbsp;&nbsp;</span><o:p></o:p></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary math teacher provides her student with a copy\nof the upcoming math test in which she has changed the numbers for the problems.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school math teacher, who uses an online test\ngenerator, produces a sample test for her class that matches the upcoming\nchapter test.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A Geometry teacher photocopies an upcoming test then\nuses white-out to change the numbers to provide his student with an appropriate\nstudy guide.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A teacher with a virtual classroom posts a study guide to her digital drive for her students.&nbsp; 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background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.brightcarbon.com/blog/how-to-make-interactive-powerpoint-slides-for-elearning/">How\nto Make Interactive PowerPoint Slides for eLearning</a> - BrightCarbon</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"5b60dd27-7c6f-4e32-848a-38960e444d08",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:49:57.4650000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T14:06:37.5840000Z"}}},{Key:"A34",Title:"Provide test transcription",Description:"<p>Test transcription involves an adult transferring student responses onto a different document or online platform to submit for grading.&nbsp;&nbsp;<br></p>",Considerations:'<p class="MsoNormal"><span style="font-size:12.0pt;line-height:107%;font-family:\n&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;">Typically this accommodation is\nused to support students with visual or motor deficits.&nbsp; However, it can also be used to help students\nwho struggle with organization and attention to detail challenges.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams may discuss utilizing this\naccommodation when they observe instances where they believe the child could\nsuccessfully complete a test, quiz, or other assessment item but failed to do\nso due to illegible or poorly organized responses.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation is frequently\npermitted on standardized tests due to the requirement to \u201cfit\u201d responses into\na given space or format.&nbsp; Typically, the\nrequirement to be used on a standardized test requires that it is also utilized\nregularly during classroom assessments.&nbsp;\nTeams should check with state and test manufacturers to determine\neligibility requirements.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An instructional assistant\ntranscribes a middle school student\u2019s responses to open-ended test items.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school student, who\nstruggles with a visual perception disability, responds to a multiple-choice test\nquestions by writing the letter and word(s) of his choice on a piece of lined\npaper.&nbsp; His teacher then transcribes these\nresponses to the official assessment document.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An elementary student points to\nhis desired response, which is then marked by his teacher.</span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student in a cyber\ncourse&nbsp;</span>uses a digital transcription tool to complete writing\nassignments and exams.&nbsp;&nbsp;<o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}}],NeedsPriorities:[{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},Priority:2},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},Priority:5},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:3},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://otranscribe.com/">oTranscribe.com</a> </span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"4f8cc1c5-a84b-4945-a8eb-5539e4fd037b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-09-21T18:23:05.7570000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T12:06:39.8880000Z"}}},{Key:"A35",Title:"Use formative assessment as documentation of learning",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Most typically, summative\nmeasures of assessment determine a student\u2019s grades. &nbsp;However, formative\nmeasures can also be utilized to determine a student\u2019s ability as well as\nderive a grade for performance.</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">By providing a focus on\nformative assessment, students tend to become more engaged during instruction,\nparticularly high school students. &nbsp;By reducing the focus on formal\ntesting and increasing focus on participation during instruction, students also\ntend to take more responsibility for learning.</span><o:p></o:p></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A teacher asks three formative assessment questions to a student\nduring instruction and records the results as a grade in the grade book.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Immediately following\ninstruction, a teacher gives a daily quiz using Google forms.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt;">A teacher provides a\nweighted grading plan for a student that includes 60% focus on formative\nmeasures that are recorded throughout every nine weeks.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n\n\n</p><p class="MsoNormal"><o:p>&nbsp;</o:p></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:10},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10}],RelatedLinks:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.edglossary.org/formative-assessment/">Formative Assessment</a>&nbsp;\u2013\nA website that explains the function of formative assessment and how it can be\nused to guide instruction.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys 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13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with reading or understanding\nwritten directions can be supported in demonstrating their learning by reading\nassignment/assessment directions to them.&nbsp;\nThis practice would also be supportive of students who demonstrate\nvarious behaviors (such as impulsivity) that may impede their ability to\nprocess written directions independently.&nbsp;&nbsp;</span></p><p class="MsoNormal">Teams should discuss a typical timeline for when a teacher will assist the student with reading assignment directions.&nbsp; Establish a clear understanding with the student so they understand when to anticipate the directions to be read.&nbsp;&nbsp;</p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">After getting the class started on an\nassignment, a fifth-grade teacher circles past one student to read the\ndirections to him.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"><o:p></o:p></p><p class="MsoNormal">Before dismissing her class, a cyber teacher<span style="font-size: 10.5pt; line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"> creates a \u201cbreakout\u201d\nroom where her teaching assistant meets with students who would like to have an assignment\'s directions read to them.&nbsp;&nbsp;</span><o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A first-grade teacher encourages all her\nstudents to read the directions to a test on their own. After a short pause,\nshe then reads them to her entire class.<br></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"><o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school science teacher quietly walks past\nher student to read the directions to a test she distributed to the class.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Below Grade Level",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  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background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Most tests require a\nstudent to write their response.&nbsp; This accommodation permits the student\nto demonstrate their knowledge and skills on tests verbally.&nbsp; By allowing\nstudents to respond to exam questions orally, the teacher is eliminating the\nstudent\u2019s need to write responses.&nbsp;&nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This accommodation should\nbe used when a student struggles with writing.&nbsp; By permitting a student to\nrespond to test questions orally, the teacher can help the student to\ndemonstrate his knowledge and skills without being limited by his ability to\nwrite.&nbsp; Typically, students that struggle with writing do poorly on tests,\nnot due to their lack of knowledge or skill in a given subject but because they\nare poor at writing.&nbsp;&nbsp;</span><o:p></o:p></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">An elementary teacher uses a high school student\ntutor to record the answers a student gives to a test in reading class.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school student works with an instructional aide to dictate his responses on a social studies test.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student uses his laptop to\ndigitally record his response to an open-ended test question in Biology class.</p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A virtual teacher uses Google\nRead Write to enable his</span><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\nstudent to respond orally to test questions.<br></span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher permits her student to use a voice recorder app on his phone to record his responses to open-ended exam questions.</span><o:p></o:p></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:5},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://apps.apple.com/us/app/dragon-anywhere-dictate-now/id1024652126" target="_blank">Dragon Anywhere Dictate Appl</a></p><p class="MsoNormal"><a href="https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8"><span style="line-height: 14.98px;"></span></a><span style="line-height: 14.98px;"><o:p></o:p></span></p><p class="MsoNormal">Use&nbsp;<a href="https://www.youtube.com/watch?v=i_Gj2HzEP20">Google Docs Voice Typing</a>&nbsp;tool&nbsp;</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US">Google Read and Write Extension</a><o:p></o:p></p><p class="MsoNormal"><a href="https://play.google.com/store/apps/details?id=com.evernote" target="_blank" style="background-color: rgb(255, 255, 255);">EvernoteApp</a><br></p><p></p><p class="MsoNormal"><a href="https://itunes.apple.com/us/app/voice-assistant-just-use-your/id511757903?mt=8" target="_blank">VoiceAssistant App</a></p><p class="MsoNormal"><a href="https://itunes.apple.com/us/app/voice-assistant-just-use-your/id511757903?mt=8"><span style="line-height: 14.98px;"></span></a><span style="line-height: 14.98px;"><o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 14.98px; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://chrome.google.com/webstore/detail/voice-in-voice-typing/pjnefijmagpdjfhhkpljicbbpicelgko?hl=en#:~:text=With%20the%20Voice%20In%20Chrome,or%20send%20messages%20in%20Slack.">Voice in Voice Typing</a>&nbsp;\u2013 Chrome extension speech to text tool</span></p><p class="MsoNormal"><span style="line-height: 14.98px; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Chromebooks Dictation - enable in the&nbsp;</span><o:p></o:p><a href="https://support.google.com/chromebook/answer/177893?hl=en" style="">Accessibility Settings</a></p><p class="MsoNormal">Activate Chrome extension:&nbsp;<a href="https://chrome.google.com/webstore/detail/voice-in-voice-typing/pjnefijmagpdjfhhkpljicbbpicelgko/related">Voice In Voice Typing</a></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://play.google.com/store/apps/details?id=com.coffeebeanventures.easyvoicerecorder&amp;hl=en" style="">Easy\nVoice Recorder</a> app for Android</span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://apps.apple.com/us/app/voice-record-pro/id546983235" style="">Voice Record\nPro</a> app for iOS</span><br></span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to work and/or speak in front of group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"a0087ef2-24d5-493c-8bbb-8be0b0e04e8a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:52:53.9130000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-15T13:44:44.9000000Z"}}},{Key:"A39",Title:"Do not place grade/score on the assignment",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers should evaluate assignments as planned but\nshould not record a score or grade on the actual document.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">The purpose is for the student to focus on their mastery\nof content without concern for grading.&nbsp; Frequently\nstudents with a disability may erroneously begin to develop the feeling that a\ngrade or score is a reflection of their ability.&nbsp; They then lose track that a grade intends to be\na representation of the content they\u2019ve mastered.&nbsp; This idea of a grade representing \u201cpersonal\nvalue\u201d frequently begins to erode the student\u2019s willingness to give effort and,\nin some cases, causes the student to develop negative personal beliefs of their\nabilities and self-worth.&nbsp; Teams can\nprevent more significant issues like this by deemphasizing a score or grade on\nassignments.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:"<p>A fifth-grade teacher grades her tests and enters scores in her online grade book but does not include a score at the top of her student's exam.</p><p>A high school English teacher returns a test to her student without a score at the top of the exam.</p>",NeedsCategories:[{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}}],NeedsPriorities:[{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:10},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.thegraidenetwork.com/blog-all/2018/8/1/retiring-the-red-pen-shifting-attention-from-grades-to-learning" style="">Grades Vs Learning - Shifting\nAttention to What\'s Important</a></span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"f85a09f7-942c-43a5-9d10-7abda77da194",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T15:45:37.1210000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T16:40:24.9400000Z"}}},{Key:"A40",Title:"Provide fewer choices on multiple choice tests and quizzes",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The student should be\nprovided a limited number of choices on multiple-choice exams.&nbsp; Teams\nshould discuss the maximum amount to be presented.&nbsp;&nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">The development method of multiple-choice\nquestions typically includes the appropriate selection of plausible\nalternatives to the correct answer.&nbsp; By designing items appropriately,\nresearch suggests that there is little difference in the reliability of tests\nthat use fewer options.&nbsp; It is important to note that this statement\ndoesn\u2019t indicate that there\u2019s little difference in the percentage grade\nachieved but that there\u2019s little difference in the reliability of the\ngrade.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Students who struggle with the processing of\ninformation and memory could benefit from this accommodation.&nbsp; The\navailability of multiple options causes many students who know the correct\nresponse to \u201ctalk themselves into\u201d a wrong choice because of their processing\ndisability.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">To prevent confusion, it is recommended that all\noptions on multiple-choice exams be plausible.&nbsp; Distractor options only serve\nthe function of being distracting, which is not supportive of the learning\nprocess.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">In some cases, providing fewer options on tests\nwill permit students with slower reading and processing disabilities to be able\nto function on their own without the need for more intensive accommodations.&nbsp;</p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school student is presented with two\noptions on multiple-choice exams.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student is provided with three\noptions on multiple-choice exams.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school science teacher provides the same\ntest as the rest of the class to a student but crosses off two of the four\noptions present in the multiple-choice questions on the test.</p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber student is given\nan alternative test, which includes the same questions as his peers, but\nchoices are limited to three instead of four.</span><o:p></o:p></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  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members when and how this accommodation should be used.&nbsp; For example, in some instances, the test should be read when the student requests it.&nbsp; Some teams may elect to read longer assessments.&nbsp; Frequently, all tests and quizzes are read to the student.&nbsp; Teams should discuss the location where tests should be read.&nbsp; Teams should discuss these, and other, variables and make them clearly known to all members of the teams.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should be sure that the test is only being read to the student and that\nadditional supports are not also being utilized.&nbsp; Modification of an exam,\nwithout those specifics also being appropriately outlined in an IEP, can cause\nmisunderstandings among team members.&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Students who can benefit from having\ntests read to them are those students who struggle with reading comprehension,\nfluency, and are reading below the reading level of the test.&nbsp; Various\nother students may benefit from the organization and structure that is provided\nwhen the test is read by a proctor.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should discuss when a test is read to the student.&nbsp; For example, in some cases, all tests, quizzes, and assessment items are read.&nbsp; In other cases, tests that take more than 15 minutes to complete are read.&nbsp; Frequently teams may include a statement that says the test is read when the student requests support.&nbsp; Teams should discuss these and other options.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"><span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school social studies teacher reads her\nexam to the entire class.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">An elementary learning support student leaves\nhis reading class to have tests read to him without disrupting the entire\nclass.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student utilizes an app for his\nsmartphone that converts text to speech to have his tests read to him.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school English teacher quietly reads\nassessments to one of her students in the back of the room while the rest of\nthe students complete their exams independently.&nbsp;</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student requests to have certain questions read to him as he feels necessary.&nbsp;&nbsp;</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"> </p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A cyber instructional aide creates a recording of herself reading an exam.&nbsp; This recording is then linked to an upcoming test.&nbsp;&nbsp;</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"><span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading 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This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:16:32.741Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Reading Below Grade Level",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:8},{Need:{Name:"Phonological Processing",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:16:32.741Z"}}},Priority:5},{Need:{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://creaceed.com/prizmogo"><span style="line-height: 107%;">Prismo\nGo</span></a><span style="line-height: 107%;">&nbsp;\u2013 A\nText-to-Speech conversion app that uses your phone/iPad camera to capture text\nand convert it to speech in its original format.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://speechify.com/" target="_blank"><span style="line-height: 107%;">Speechify</span></a><span style="line-height: 107%;">&nbsp;\u2013 A highly reliable\nText-to-Speech conversion app that uses your phone to capture and read text.<span style="font-size: 13.5pt;"><o:p></o:p></span></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"725eb6da-1623-48b8-9044-cec37b2bb04a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:54:56.5300000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-05-21T15:31:03.1210000Z"}}},{Key:"A42",Title:"Permit open book, notes and/or internet use on assessments",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The student should be\npermitted to utilize available resources such as an open book, open notes,\nand/or the internet during tests and quizzes.&nbsp;&nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who struggle to\nretain knowledge can use tools to find information permitting them to perform\nwell with application problems.&nbsp; The goal of all learning is to be able to\nutilize knowledge.&nbsp; When students struggle to retain knowledge, they\nshould be encouraged and taught how to find the information they need to be\nsuccessful.&nbsp; In the absence of this strategy, students develop the \u201cI\u2019m\ndumb\u201d mindset, which causes them to shut down completely.&nbsp; It would be\nmore valuable to this student to teach them the mindset and ability to find\ninformation that empowers them to function past their disability.&nbsp;&nbsp;</span><o:p></o:p></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A high school student is permitted to utilize his notes\nduring tests and quizzes in all classes.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student is permitted to use the internet\nduring tests in science and social studies classes.</span></p><p class="MsoNormal">To provide her students with different tests, a cyber teacher designs a test that randomly selects questions from a bank of choices.&nbsp; Her student knows he can use his resources including notes and the internet on the test.</p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:10},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:10},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  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background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The classroom teacher, or\nco-teacher, discusses items that were missed on assessments with the student privately.&nbsp; &nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Assessment is designed to help students\nlearn.&nbsp; By allowing a student to explain their wrong answers on assessment\nitems, teachers are supporting the student in learning.&nbsp; Additionally, the\nteacher is gaining valuable insight into what the student thought when the\nwrong answer was selected or provided. &nbsp;This insight, coupled with their\nknowledge of how the information was learned, helps the teacher to recognize\nthe student\u2019s learning trends.&nbsp; Frequently it is discovered that the\nstudent knew more than an assessment grade indicates, causing other methods of\nsupport to be developed.&nbsp; Additionally, misunderstandings can be\nidentified and corrected, helping the student to understand the content better.&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams may consider making modifications to the\nstudent\u2019s grade based on these conversations.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A student in a second-period high school social\nstudies class meets briefly with his teacher during a 5th-period study hall following all assessments.&nbsp; The teacher\ngrades the test with the student present and discusses any wrong answers.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">An elementary math teacher meets during homeroom\nwith his student the day following all assessments.&nbsp; During this time,\nthey discuss and rework the problems that were missed on the previous day\u2019s\ntest/quiz.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school English teacher maintains a Google\nclassroom and uses the system to give digital quizzes.&nbsp; Her student is\npermitted to view his grade soon after it is delivered and provide comments on\nthe assessment document that explains what he thought when he answered the\nquestions.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A cyber teacher schedules an individual live tutoring\nsession with one of her students to discuss the results of a recent test.&nbsp;&nbsp;</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"><span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  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These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  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This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:7},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:7},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:7},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx/">How\nClassroom Assessments Improve Learning</a> \u2013 Thomas Guskey \u2013 ASCD Educational\nLeadership<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"af81eda9-60b7-404f-83ad-62ceeac97588",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:56:35.1750000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T13:52:29.5030000Z"}}},{Key:"A45",Title:"Restate assessment questions using different wording to assist the student\u2019s understanding of the question",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Restate each assessment\nquestion a minimum of one new way to help the student to better understand what\nthe question is asking.&nbsp; Think of the statement, \u201cIn other words\u2026\u201d.&nbsp;&nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Brain science has suggested that everything a\nperson experiences is stored in our minds but that the ability to retrieve it\nis where memory fails.&nbsp; Each person\u2019s mind stores information in unique\nways.&nbsp; Recall or utilization of stored information requires the mind to be\ntriggered by a connection called a retrieval cue.&nbsp; By restating the\nquestion in a variety of ways, the teacher greatly enhances the likelihood that\nthe necessary trigger occurs.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">To understand and accept this, we need to\nrecognize that it happens to us all the time.&nbsp; How many times have you\nbeen struck by a memory that you\u2019ve long forgotten because of something you did\nor something someone said?&nbsp; This trigger caused you to recall something\nthat you didn\u2019t even know you remembered.&nbsp; However, if something had been\ndifferent in that situation that didn\u2019t trigger the memory, then you wouldn\u2019t\nhave had it at all!<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">This fact is greatly magnified when a student\nhas a disability that causes them to store and retrieve information in even\nmore unique ways.&nbsp; A single way of asking a question takes for granted\nthat the student has stored the information in the exact manner the question\nexpects, but this isn\u2019t often true.&nbsp; By restating an item in different\nways, the teacher gains a better picture of the student\u2019s knowledge and\nunderstanding of a topic.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher proctors a test to a small group in a breakout room.&nbsp; She restates exam questions to support her students\' understanding of the questions.</span></p><p class="MsoNormal"><span style="line-height: 107%;">An instructional aide supports an elementary student by\nrestating questions on his assessments.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school social studies teacher provides a test to\nhis class where every question is stated in two different ways.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school reading teacher restates each question\nrequested by her student during an assessment.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  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Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;">Video: </span><a href="https://youtu.be/HVWbrNls-Kw"><span style="line-height: 107%;">Remembering\nand Forgetting \u2013 Crash Course Psychology #14</span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Article: </span><a href="https://www.verywellmind.com/memory-retrieval-2795007"><span style="line-height: 107%;">How\nInformation Retrieval From Memory Works</span></a><span style="font-size:13.5pt;\nline-height:107%;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"e95e33db-bb35-4fef-9bc4-1f75e7d2c80a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:57:32.9250000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T15:09:57.2020000Z"}}},{Key:"A46",Title:"Provide frequent work in progress checks (check-in)",Description:'<p class="MsoNormal"><span style="line-height: 107%;">During\nindependent and group work, teachers and support personnel should monitor and\ncheck-in with the student to clarify direction, refocus as needed, affirm\nprogress, and provide additional instruction.</span><span style="font-size:\n12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the type of\ncheck-in to use.&nbsp; Some students do not\nbenefit from being interrupted, so a simple glance over the student\'s shoulder\nwould be appropriate.&nbsp; In other cases, it\nmay be more beneficial to speak with the student.&nbsp; Teams should consider which type of check-in\nworks best for their student.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the\napproximate frequency of check-ins.&nbsp;\nDepending on the student\'s need, it may be appropriate to check early\nduring the assignment then reduce the interruptions as the work\nprogresses.&nbsp; In other cases, such as\nsupporting a student who struggles to attend to instruction, it may be more\nappropriate to increase the frequency of check-ins as the assignment\'s length\ngrows.&nbsp;</span><span style="font-size:12.0pt;line-height:107%;font-family:\n&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;">&nbsp;<o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A kindergarten teacher looks\nover the shoulder of her student to check progress and provide guidance if\nnecessary.&nbsp; If the student is working\nappropriately, he is not interrupted.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber student works in a small\ngroup break-out room to complete assignments.&nbsp;\nHis teacher observes his work on an interactive whiteboard and private\nmessages through the systems chat feature to verify progress and provide\nencouragement.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade math teacher\nchecks her student\'s progress every five minutes to ensure that the student is\ncompleting practice problems correctly.&nbsp;\nHer goal is to prevent rehearsal of incorrect processes.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher\nmonitors the progress of her student while the class is reading a novel.&nbsp; As the teacher notices his student reading\npast a certain point in the book, he stops to discuss the topic, which is essential\nfor understanding upcoming events in the novel.&nbsp;\n<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">During a homework assignment, a\nchild\'s parent checks with her son to reinforce progress and correct any errors\nshe sees in her son\'s work.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:5},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:5},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},Priority:7},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:3},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:7},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:3},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.edutopia.org/blog/personalizing-engagement-with-check-ins-johanna-rauhala"><span style="line-height: 107%;">Personalizing\nEngagement: Checking In Before They Check Out</span></a><span style="line-height: 107%;"> \u2013 Johanna Rauhala- Edutopia<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://spencerauthor.com/student-check-ins/"><span style="line-height: 107%;">The Power of Student Check-Ins During Distant Learning and Hybrid\nCourses</span></a><span style="line-height: 107%;"> \u2013 John Spencer<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn\u2019t mind being interrupted",Description:"",__i:{guid:"0fb501e5-6712-41bb-9b77-eb5f835a60df",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:16:21.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-22T14:13:03.03Z"}}},Priority:3},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"9f7ae3f4-c68f-4c18-a83a-d45eaefe3b81",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-02-05T15:56:01.9470000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-02-05T15:56:45.9800000Z"}}},{Key:"A48",Title:"Provide study guide in advance of tests and quizzes",Description:'<p class="MsoNormal"><span style="line-height: 107%;">In advance of all assessments, the student should be\nprovided with a study guide that accurately reflects the content that will be evaluated.&nbsp; <i>IEP\nteams should decide how many days in advance of all assessments the study guide\nshould be provided.&nbsp;&nbsp;</i><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who struggle to demonstrate\ntheir knowledge and skills on formal assessments can be supported by being\nprovided with a study guide in advance of all evaluations.&nbsp; These students\nare often unable to effectively study the broad amount of content covered, but\ncan effectively master the most essential content by being supported with a\nstudy guide.&nbsp; This type of support helps the student to focus their\nattention and efforts on learning and demonstrating the material that is most\nimportant to their success in the subject.</span><o:p></o:p></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school social studies teacher posts a\nstudy guide to her Google classroom for all students to download and use when\nstudying for tests and quizzes.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Prior to reading each chapter of a novel, a high\nschool English teacher provides a chapter summary guide to a student in her\nclass that struggles with reading comprehension.&nbsp; This guide mirrors the\nchapter quizzes that are taken at the end of each chapter.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">An elementary math teacher, who uses the chapter\ntests provided with the math series, emails a digital copy of the chapter\nsummary, which mirrors the chapter test, to a student\u2019s parent three days prior\nto each exam.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school science teacher provides her\nstudent with a paper copy study guide that lists the content to be tested on an\nupcoming quiz.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Mathematics Application",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Number Concepts and Number Sense",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Short-Term Memory Deficit",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  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This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Number Concepts and Number Sense",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Confidence",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Responsibility",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Organization",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Difficulty Multitasking",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1234&amp;context=lajm#:~:text=Study%20guides%20assist%20students\'%20learning,reading%20rates%2C%20and%20assisting%20students">Study\nGuides: Teacher Tips: A Review of Literature with Practical Implications</a> \u2013\nHollingsead, Ostrander, Schilling \u2013 Language Arts Journal of Michigan</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"350f0134-c714-4efa-834d-0d499b2e5bad",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:58:28.4630000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T15:07:57.4240000Z"}}},{Key:"A51",Title:"Check progress and provide feedback often in the first few minutes of each assignment",Description:'<p><span style="line-height: 107%;">The student\u2019s teacher or other adult/support\npersonnel should check with the student to ensure understanding and\nsatisfactory progress each time they begin a new assignment or section of an\nassignment.&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Due to a lack of understanding or\nmisunderstanding an assignment, a child may poorly demonstrate their knowledge\nand skill.&nbsp; By checking with the student\nat the beginning of an assignment or section, the student can seek guidance and\nclarification if necessary.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation can also provide\nconfidence for students who may struggle in this area.&nbsp; Confidence is an essential variable to\nsuccess, so assisting a student in developing it can significantly enhance\nperformance.<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A third-grade teacher circulates the\nroom during assignments stopping regularly to guide a student in her class.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student signals his\nteacher by flipping over a red/green card to red when he reaches the start of\neach new section on his math tests.&nbsp; His\nteacher then circulates past her student to guide him on how to complete each\nsection.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher schedules a private\nmeeting with her student to assist him as he begins his assignment.&nbsp;&nbsp;<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:12.845Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:4},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:4},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:12.845Z"}}},Priority:4},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:4},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:4},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},Priority:7},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:2},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},Priority:2},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.pbisworld.com/tier-1/help-student-start-assignment/"><span style="line-height: 107%;">Help Student Start Assignment</span></a><span style="line-height: 107%;"> - PBISWorld.com<b><span style="font-size: 12pt;"><o:p></o:p></span></b></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Doesn\u2019t mind being interrupted",Description:"",__i:{guid:"0fb501e5-6712-41bb-9b77-eb5f835a60df",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:16:21.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-22T14:13:03.03Z"}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"e0f87deb-1966-4783-a9d6-5ea2a816fc18",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-10-13T14:08:08.4270000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T17:29:28.7050000Z"}}},{Key:"A53",Title:"Use large ruled paper for written assignments",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers should support and provide for the student\u2019s\nuse of lined paper with larger spaces between the lines.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should discuss the appropriate size to be\nutilized.&nbsp; The typical sizes change as a student gets older, so what\u2019s\nconsidered \u201clarge\u201d will also change.<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teachers working to implement this accommodation\nshould also consider essay or short answer sections of teacher-made and\ntextbook exams.&nbsp; Providing larger ruled paper can be achieved by\nincreasing the spacing (font size or spacing) in word-processing programs or by\nproviding the option of writing on a different piece of larger ruled paper.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A fifth-grade student is provided notebooks with\n5/8\u201d ruled paper to be utilized for all assignments.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student is provided \xbd\u201d ruled paper\nto respond to the essay and short answer sections on all tests and\nquizzes.&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A second grader is provided 1\u201d ruled paper with\nan intermediate (middle) dotted line to use for all assignments.&nbsp;&nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}}],NeedsPriorities:[{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="http://www.paperkit.net/linedpaper" target="_blank"><span style="line-height: 107%;">Paperkit.net</span></a><span style="line-height: 107%;">:&nbsp; Select and print any size and rule of paper\n(note at the top of the page you can select graph, dotted or lined paper)<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://youtu.be/mq_cCvIqAEA"><span style="line-height: 107%;">How\nto Make Lined Paper with Microsoft Word</span></a><span style="line-height: 107%;">. Video<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"98d84124-2feb-4788-aacf-dec5edecde9d",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:59:23.9810000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-14T14:48:00.0800000Z"}}},{Key:"A55",Title:"Modify reading level of assessments to match the student\u2019s level",Description:'<p><span style="line-height: 107%;">All assessment items should be modified to match or set below the\nstudent\u2019s independent reading level so the child is able to read and comprehend\nassessments independently.</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who read below grade level benefit from a\nmodification to the reading level of assessments.&nbsp; The student\u2019s reading level is typically\navailable in the IEP and can also be found in evaluation reports.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">It should always be the goal for IEP teams to create\nindependence within the general classroom.&nbsp;\nBy modifying the reading level of assessments, a student is more likely\nto be able to independently complete assessments within the general classroom.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should carefully consider vocabulary\naccommodations to support content vocabulary that is beyond the student\u2019s\nreading level.&nbsp; For example, students\nneed to learn specialized vocabulary such as acute, obtuse, angle, and right to\nbecome proficient in a mathematics geometry unit of instruction.&nbsp; Learning these words, which may exceed the\nchild\u2019s independent reading level, may need to be addressed through a different\naccommodation or modification.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school social studies teacher modifies the\nquestions on her test to be at the fourth-grade reading level in order to\nsupport a student with a reading disability.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school Chemistry teacher modifies the questions\non his chapter test to be written at the fifth-grade reading level.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Below Grade Level",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Reading Comprehension",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Reading Below Grade Level",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://readabilityformulas.com/free-readability-formula-tests.php" target="_blank" style="">Readability Formulas</a> - Free readability checker</span></p><p class="MsoNormal"><a href="https://rewordify.com/index.php"><span style="line-height: 107%;">Rewordify</span></a><span style="line-height: 107%;"> \u2013\nA tool to assist with simplifying upper reading level text.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"6d82a4d4-b3f2-4807-8c3e-57ee8bed4a15",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:00:46.1720000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-08T14:22:37.1820000Z"}}},{Key:"A59",Title:"Permit the use of a spellchecker",Description:'<p><span style="line-height: 107%;">Students should be permitted to utilize a spell\nchecker to complete all hand-written work, including assessments</span><span style="line-height: 107%;">.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should plan to provide\ninstruction on how to utilize the device or app.&nbsp; Also, permit and arrange additional time to use\nthe selected device.&nbsp; While the student\nis working on learning to use the spellchecking tool or app, an extended amount\nof time may be necessary to complete the assignment.&nbsp; Teams may wish to discuss shortening\nassignments or providing additional time until the student becomes proficient\nwith the device or app.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams may also wish to consider <font face="Acre Medium"><span style="font-size: 12pt;">L52-Provide\ncomputer for written work</span></font>&nbsp;accommodation.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary student uses a\nspell check device to support him during writing.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student uses </span><a href="http://www.dictionary.com/"><span style="line-height: 107%;">www.dictionary.com</span></a><span style="line-height: 107%;"> on his laptop to look up words he doesn\u2019t know when writing in his\ntraditional English class.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber high school student uses\nGrammarly keyboard app on his phone to look up the correct spelling of\nwords.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student uses \u201cHey\nSiri\u201d on his iPhone to ask Siri to spell unknown words.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;">Spelling Grammar\nChecker </span><a href="https://apps.apple.com/app/correctme-english-grammar-help/id1193750579"><span style="line-height: 107%;">IOS</span></a><span style="line-height: 107%;"> and </span><a href="https://play.google.com/store/apps/details?id=com.nounplus.grammarcheckerenglish2"><span style="line-height: 107%;">Google Play store</span></a><span style="line-height: 107%;"> app<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Grammarly Keyboard\nfor </span><a href="https://apps.apple.com/app/grammarly-keyboard/id1158877342"><span style="line-height: 107%;">IOS</span></a><span style="line-height: 107%;"> and </span><a href="https://play.google.com/store/apps/details?id=com.grammarly.android.keyboard"><span style="line-height: 107%;">Google Play</span></a><span style="line-height: 107%;">\napp<b><font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></b></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"530a6a7d-0def-47ef-830e-94ce61d3c049",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-09-22T19:01:30.9540000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:39:52.8230000Z"}}},{Key:"A6",Title:"Use daily or frequent grading (instead of or in addition to cumulative measures) to evaluate learning",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The student should be\nassessed daily (or other frequency) to determine if the content was learned\nversus testing mastery of a skill as part of a broader assessment.&nbsp; &nbsp;&nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Some students struggle to demonstrate learning\nwhen being assessed on large amounts of content at one time.&nbsp; These\nstudents can be supported by performing daily or multiple smaller assessments\nwhile learning is occurring versus using more extensive tests that assess numerous\nitems. &nbsp;By using daily assessments, teachers will significantly increase the\nstudent\u2019s instructional engagement helping the student to take more ownership\nin their learning.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Assessments may take many different forms, as\nhighlighted in the examples below.&nbsp; Instructional teams should discuss\nthese possibilities carefully to consider what might work best for the\nstudent.&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should carefully discuss how these\nfrequent assessments are utilized as a part of a cumulative grade.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school English teacher, who uses a\n\u201cticket out-the-door\u201d system with her entire class, gives her student with an\nIEP a short daily assessment, which then replaces a chapter test grade.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school student takes a daily quiz each\nmorning on the social studies content he was taught the day before.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">To determine mastery, an elementary math teacher\ngives his student a daily quiz, including a few problems from the previous\nnight\u2019s homework.&nbsp; The cumulative result of these small quizzes, along\nwith the chapter test, comprises 50% of the final chapter grade.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school student with an intellectual\ndisability is asked at the end of each science class, \u201cWhat did you learn\ntoday?\u201d&nbsp; The expectation is that he will be able to share an important\npoint that aligns with the day\u2019s objective.&nbsp; The results of these\nquestions are utilized to evaluate his learning, replacing a cumulative\ntest.&nbsp;&nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.edutopia.org/blog/when-grading-harms-student-learning-andrew-miller">When\nGrading Harms Student Learning</a> \u2013 Andrew Miller \u2013 Edutopia<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="http://www.uky.edu/~gmswan3/544/Grading.pdf">Grading\nStudents in Inclusive Settings</a> \u2013 Salend &amp; Duhaney \u2013 Teaching Exceptional\nChildren<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well with a partner",__i:{guid:"f1b4170f-e7f6-477e-85bc-c606d30a14f3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:06.828Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well in a group",__i:{guid:"1c8bf4db-e07e-4365-b561-c47e5e980298",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:27.606Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"921cc519-d2f3-4621-8658-086f557131b1",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T19:39:03.5730000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-14T13:55:38.8720000Z"}}},{Key:"A60",Title:"In lieu of essay assignments, permit student to create a comprehensive outline",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Due to the amount of time\nand/or skillset required to complete an essay, the student will demonstrate the\nskills necessary for writing an essay by creating a comprehensive outline that\nmeets pre-established criteria.&nbsp;</span><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">This modification accepts the fact that the\nstudent struggles with the mechanics of writing, possibly including grammar,\nspelling, and other components necessary to create a coherent and complete\ndocument.&nbsp; Additionally, a student may spend a tremendous amount of time writing.&nbsp; This time could be used to learn and improve\nother skills.&nbsp; Through the use of an outline versus a complete essay, the\nstudent can demonstrate the skills they are expected to have learned.&nbsp;\nTeachers should carefully consider these skills and articulate them to the\nstudent through a rubric.&nbsp; See the examples below for a complete\nunderstanding of how this can be achieved.<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should discuss the expectations for the\nstudent\u2019s completion of outlines, such as the use of complete sentences,\norganizational structure, and other necessary elements.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school English teacher is using a novel\nto help her students learn how to support their thoughts and opinions with text\ncitations.&nbsp; Instead of completing a research paper that demonstrates this\nskill, her student completes a comprehensive outline that shows his views as\neach topic, then provides a sub-level to indicate the text citations he will\nuse to support each opinion.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school social studies teacher assigns\nher class a research paper challenging the students to select three inventions\nthat changed their lives.&nbsp; One student completed a comprehensive outline\nthat detailed the three inventions, ways his life was changed by it and cited\nsources.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A Family and Consumer Science teacher gives her\nclass the assignment of writing a paper that describes their daily\nhabits.&nbsp; In place of this paper, her student creates an outline that shows\nthe timeline of her day, which includes her healthy and unhealthy habits.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  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In other words, the student will retake any exam that falls below\na (60%, 70%, all exams, etc.).<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should discuss if the student should\nretake the entire exam or only components (such as open-ended responses), which\nmay cause challenges because of their alignment to a specific disability\n(writing difficulties).&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should discuss when the student will\nretake exams, so all members understand what time will be utilized.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teams should discuss when a test review and/or\nremedial instruction will take place before a retake.&nbsp; This is an\nimportant step that ensures that retesting is used as a learning experience,\nnot only as an opportunity to improve a score.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Permitting the student to retake an exam\nconsiders the entire assessment.&nbsp; Teams may wish to consider the\naccommodation \u201cA9-Permit a student to rework missed problems/questions for a\nbetter grade\u201d instead.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student reviews all English exams\nwith his peers in English class.&nbsp; He then retakes exams during a general\neducation study-hall, which is overseen by another general education teacher.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school student takes a social studies\nexam with his peers.&nbsp; He then participates in a review with a learning\nsupport teacher during an IEP team developed study period.&nbsp; He also\nretakes the exam during this time.&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">An IEP team plans to retest a fourth-grade\nstudent on all math tests.&nbsp; It is also decided that the student will be a\nmember of her math teacher\u2019s homeroom class.&nbsp; She participates in a review\nwith her entire class.&nbsp; Her parents also agree\nto review all tests with her at home before completing a retest.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A cyber teacher grades a student\'s exam prior to scheduling a meeting with the student to discuss results and review a few missed concepts.&nbsp; The student then studies for two days prior to retaking the exam.&nbsp;&nbsp;</p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  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For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.edutopia.org/article/allowing-test-retakes-without-getting-gamed">Allowing\nTest Retakes \u2013 Without Getting Gamed</a> \u2013 Stephanie Merrill - Edutopia &nbsp;&nbsp;<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"fb671a8d-ca64-46f2-a07d-a38a0e98501a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:03:12.1890000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T16:45:47.9360000Z"}}},{Key:"A65",Title:"Provide a sentence stem (or sentence frame) to begin short response and open-ended questions",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Students should be given a sentence stem to get their\nresponse started during assessments and other assignments.<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This accommodation is beneficial when a student struggles\nto complete open-ended responses.&nbsp; Teams\nmay observe that a student may respond completely off-target or leave answers\nblank.&nbsp; A sentence stem helps to reduce\npressure by providing a starting point for a response.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Sentence stems also help the child\u2019s ability to retrieve\ninformation from their mind.&nbsp; The mind\nstores information in complete thoughts.&nbsp;\nProviding a sentence stem can assist the child in demonstrating their knowledge\nand skills appropriately.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">To encourage student engagement, teams may also wish to consider providing sentence stems\nduring instruction.&nbsp; See <u>L127-Provide\nsentence stems to encourage discussion and class participation</u> for more\ndetails.<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">The main idea of (state text name) is\u2026<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A triangle is a shape that\u2026 <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">To solve (specific problem) we first need to\u2026<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An example of Newton\u2019s first law of motion is\u2026.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">The US Civil War began because\u2026<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},Priority:3},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:7},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},Priority:3},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:2}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.thoughtco.com/blooms-taxonomy-questions-7598">Question Stems\nfor Each Level of Bloom\'s Taxonomy</a> \u2013 ThoughtCo.</p><p class="MsoNormal"><a href="https://blog.esc13.net/how-to-use-sentence-starters-and-paragraph-frames/" style=""><span style="line-height: 107%;">Help\nStruggling Writers Improve with Sentence Stems</span></a><span style="line-height: 107%;"> \u2013\nEducational Service Center</span></p><p class="MsoNormal"><span style="font-size:13.5pt;line-height:107%;font-family:&quot;Arial&quot;,sans-serif"><o:p></o:p></span></p><p class="MsoNormal"><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3}],__i:{guid:"8dde1e01-ba42-4b0c-8299-7792e993b3d6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-02-05T16:12:46.3220000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-02-05T16:18:05.4830000Z"}}},{Key:"A67",Title:"Break assessment into multiple sessions or days",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student should be permitted to complete longer\nassessments across multiple testing sessions that may span multiple periods\nduring the same or different days.&nbsp;&nbsp;<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the acceptable length of an assessment\nperiod.&nbsp; Some students may work for ten\nminutes while it may be appropriate to ask others to work for thirty or\nmore.&nbsp; Teams should make this decision\nbased on the collected data.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation aims to reduce stress and fatigue during\nassessments so the student can adequately demonstrate their skills.<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade student completes his chapter reading test in\nten-minute increments spread across multiple sessions in one day.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade cyber student completes his math test in\nthree sections across two days.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student begins an English test during class\nthen completes it later in the day during a study hall.&nbsp;&nbsp;<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:5},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:6},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:8},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:7},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.thoughtco.com/chunk-breaking-tasks-into-manageable-parts-3110858" style="">Chunking:\nBreaking Tasks into Manageable Parts</a> \u2013 Jerry Webster - ThoughtCo.&nbsp;<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Can plan ahead",__i:{guid:"f9065815-bba2-4255-b809-875439ecbaa7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:24.753Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Can keep track of obligations",__i:{guid:"c93c2fd6-a94d-4d42-a217-bf91c12c5dcf",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:53.003Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"c289d92a-4181-4fd0-ada4-6721cb8f3caa",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-10-27T13:27:42.4270000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T13:32:28.6990000Z"}}},{Key:"A68",Title:"Provide ample white space on assignments, tests, and quizzes",Description:'<p><span style="line-height: 107%;">Organize paper and digital assignments with white space between sections\nand questions.</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Research has shown that white\nspace on paper and digital media supports understanding, comprehension,\nreadability, and enjoyment.&nbsp; The purpose\nof this accommodation is to enhance the typical use of white space further.&nbsp; Teams should experiment with different\namounts of white space to determine a sufficient amount to provide to a given\nstudent.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Insufficient white space is prevalent\nin mathematics assignments.&nbsp; In math,\nteachers should consider both horizontal and vertical white space issues.&nbsp;&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">When reading, teams should\nconsider the space provided between lines of text.&nbsp; Frequently, as a child\u2019s reading level\nincreases, text spacing becomes taxing to the child\u2019s ability to saccade\nbetween lines.&nbsp; However, it is equally\nimportant to note that too much space between lines can also cause reading\nchallenges.&nbsp; Consider coupling this\naccommodation with L120 \u2013 Provide a digital version of text/books to support\nthe older student\u2019s ability to resize text to meet their needs.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A second-grade teacher\nreorganizes math assignments to include ample white space between problems in a\nrow and between the rows on a page.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school cyber student is\nprovided with alternative math tests organized to include only one problem per\nscreen. <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A Biology teacher organizes her assignments\nby centering all visuals (diagrams, etc.) as the only feature in a line.&nbsp; Additionally, extra space is provided between\neach question. &nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},Priority:3},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:3},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:2},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},Priority:8},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},Priority:3},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://writeitsideways.com/how-and-when-to-use-white-space-in-writing/"><span style="line-height: 107%;">How and When to Use White Space in Writing</span></a><span style="line-height: 107%;"> \u2013 Susannah Windsor Freeman <o:p></o:p></span></p><p class="MsoNormal"><a href="https://resourced.prometheanworld.com/whitespace-education/"><span style="line-height: 107%;">The Importance of Whitespace in Education</span></a><span style="line-height: 107%;"> \u2013 Promethean<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><a href="http://babich.biz/whitespace/"><span style="line-height: 107%;">The Power of Whitespace</span></a><span style="line-height: 107%;"> \u2013\nNick Babich<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"ed762a44-b43f-42e1-9476-f02d2da4707e",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-12-22T19:16:14.3730000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-12-22T19:20:53.8840000Z"}}},{Key:"A7",Title:"Provide weighted grading",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Student should have their grade\nweighted to reflect an emphasis on types of assessments that appropriately\nreflect the student\'s ability.&nbsp;&nbsp;<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss data that show\nvarying levels of performance across different types of assessments.&nbsp; Teams should determine appropriate ways to\nweigh various assessment types so that the student\'s grade appropriately\nreflects their learning and achievement.&nbsp;\nThis modification should not simply inflate a student\'s grade; instead,\nit should ensure that the student\'s grade appropriately reflects what the\nstudent has learned.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Consider this modification when\nassessment data suggests that the student is outperforming their comprehensive\nassessment results because a given area is lagging.&nbsp; Frequently teachers reflect that a student is\ndoing better than grades show.&nbsp; By\nreviewing all types of assessment items (tests, quizzes, class assignments,\nhomework, etc.), teams can identify an area that seems to be reflecting\nnegatively on a student\'s grade.&nbsp; Using\nthis same data, teams can explore various weighting options to develop an\nappropriate balance.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">By weighting grading, teams can\ncontinue to use all forms of assessments, and the student can benefit from the\ninstructional feedback.&nbsp; However, the\nstudent\'s grade will more appropriately reflect their achievement.<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade student participates in\na class-wide assessment system; however, his homework performance is weighted\nat 5% versus 25%.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school teacher weighs a\nstudent\'s daily class assessments 10% higher to adjust chapter tests 10% lower\nin her grading scale.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher gives a\ndaily reading quiz on a novel the class is reading and a novel cumulative\nassessment.&nbsp; He adjusts one student\'s\ngrading to reflect an emphasis of 75% on daily quizzes and 25% on cumulative\ntests versus the 50/50 planned for the course.&nbsp;&nbsp;<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:8},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="http://www.specialconnections.ku.edu/?q=assessment/grading/teacher_tools/changing_grading_scales_or_weights" style="">Changing\nGrading Scales or Weights</a> \u2013 The University of Kansas<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes taking things apart and figuring out how they work",__i:{guid:"5bbea97f-87c4-4cc8-a7f8-f152e18d6275",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:49.86Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"4956e9ce-a1d3-4906-82e0-78cadad5e1e3",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-10-27T13:24:38.9040000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:52:04.3710000Z"}}},{Key:"A74",Title:"Focus student on one element at a time by using a \u201cpaper window\u201d or digital zoom.",Description:'<p class="MsoNormal"><span style="line-height: 107%;">A \u201cpaper\nwindow\u201d is a piece of paper; usually, a heavier bond such as oaktag, with a hole\ncut to reveal only a given section of a test, quiz, book, or other documents.&nbsp; The student then moves the window to display\nother problems, lines of text, or different document sections.</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This\naccommodation is used to provide focus and prevent a child from becoming\noverwhelmed with too much content</span><span style="line-height: 107%;">.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams may wish to explore\nproviding pre-cut windows that the child can carry with them for an extended\nperiod, such as one designed to reveal a text line when a child is reading a\nnovel.&nbsp; Alternatively, a unique window\nmay need to be prepared to fit a given test.&nbsp;\nFor example, a certain size window may need to be provided to reveal\nonly one specific math test problem.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">It is always a best practice to\nempower a child with the ability to create their accommodations.&nbsp; Teams may wish to discuss providing the\nstudent with supplies to cut their windows.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A cyber student uses the zoom\nfeature on her mouse (hold the control button while scrolling the mouse wheel)\nto focus her computer screen on a single problem on her math test.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A first-grade student is\nprovided an index card with a small window cut in it.&nbsp; This card is used to frame words while\nreading. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A second-grade student is\nprovided a piece of paper with a hole cut in it.&nbsp; He moves this paper to reveal one problem at\na time as he works to solve additional problems on a test.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student slides\nan index card with a narrow window cut to reveal one line of text at a time as\nhe reads a novel with his English class.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},Priority:8},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},Priority:8},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:5},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}},Priority:2},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;">Video \u2013 Using Control/scroll \u2013 <a href="https://youtu.be/Bcc1eUFbmU4" style="">Windows 101: Zoom in or out with Ctrl and scroll</a><font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"aa2204a6-1c7a-4a40-8c26-493f595e0443",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-03-24T18:15:58.9250000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-03-24T18:16:38.9830000Z"}}},{Key:"A79",Title:"Permit the opportunity to complete a preview test (practice test)",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To support the student\u2019s preparation,\nstudying and mastery of content, the student should have the opportunity to\ncomplete a preview test prior to completing graded assessments.&nbsp; A preview assessment can be viewed as a\nformative assessment that is given at or near the end of a unit of study and is\ndesigned to give the student a \u201cpreview\u201d of what\u2019s coming up on the assessment.<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This accommodation can support the\nchild in several ways.<o:p></o:p></span></p><ol><li style=""><span style="line-height: 107%;">&nbsp; It will encourage the child to study in\nadvance of the graded assessment helping to develop good study habits.<o:p></o:p></span></li><li style=""><span style="line-height: 107%;">&nbsp; It can help to focus study efforts to\nunmastered content.<o:p></o:p></span></li><li style=""><span style="line-height: 107%;">&nbsp; It can permit opportunities for reteaching\nprior to assessments.<o:p></o:p></span></li></ol><p class="MsoNormal"><span style="line-height: 107%;">Teams should consider the timing of preview\nexam opportunities.&nbsp; For example, teams\nshould discuss how many days in advance of the graded assessment a pretest should\nbe given.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the makeup of the\npreview exam.&nbsp; Should it include\ndifferent questions, restated questions, etc.? If different questions are used,\ncareful attention should be paid that the preview test presents the same\ncontent and depth of knowledge as the upcoming graded assessment.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n\n\n\n\n<span style="line-height: 107%;">An\nopportunity for reteaching is important.&nbsp;\nThe goal with any assessment is to inform instruction so a preview test\nopportunity is an excellent&nbsp;</span><br></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade teacher gives her class\na spelling pretest every Thursday.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Three days before math tests, a\nfourth-grader takes a preview quiz that includes problems that are similar to\nthe upcoming chapter test.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student completes an\nat-home preview test that assesses his understanding of the content taught in a\nrecent science unit of instruction.<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.307Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:3},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.307Z"}}},Priority:3},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},Priority:3},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:8},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},Priority:3},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.petersons.com/blog/why-you-should-take-practice-tests-before-an-exam/" style="">Why\nYou Should Take Practice Tests Before an Exam</a> \u2013 Petersons.com<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://blog.edmentum.com/5-proven-ways-get-most-out-practice-testing" style="">5\nProven Ways to Get the Most Out of Practice Testing</a> \u2013 edmentum.com<span style="font-size: 13.5pt;"><o:p></o:p></span></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:0},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"a00b8106-bc62-438b-9123-4eea255cfb1b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-02-02T13:25:35.1120000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-02-02T13:35:30.6940000Z"}}},{Key:"A9",Title:"Permit student to rework missed problems/questions for a better grade",Description:'<p><span style="line-height: 107%;">Permitting a student to rework missed questions on tests, quizzes and\nother graded assignments is designed to hold a student accountable to\nassessment while supporting the philosophy that grades are given to continue\nlearning.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Permitting a student to rework problems or\nmissed questions is frequently used to support a student who can participate in\ntypical assessment activities without many (if any) other modifications.&nbsp;\nThis student typically benefits from repeated opportunities to learn content\nbut can do so at or near grade level.&nbsp; The student\u2019s learning will benefit\nfrom repeated exposure to the content.&nbsp; The goal for this student is to\nlearn from his mistakes and to have additional opportunities to do so.&nbsp;\nGrading is a secondary goal to learning.<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">There are many ways to change this accommodation\nto meet the unique needs of each student.&nbsp; For example, some teams may\ndecide that the student may rework missed questions at home.&nbsp; Other\nstudents may benefit from editing them with the support of a teacher.&nbsp;\nSome students may receive additional instruction between test attempts to\naddress the skill weaknesses that were demonstrated.&nbsp; Typically, students\nare permitted to retest one time, but, again, modifications may be made to meet\nthe student\u2019s needs.&nbsp; Teams should discuss and include the specifics in\nthe child\u2019s IEP.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary student is permitted to rework all test\nquestions on exams on which he receives a 60% or below.&nbsp; He reworks the\nproblems during a study period with his learning support teacher.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student is permitted to rework all problems\non exams following a review period with his teacher.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student is permitted to rework missed\nproblems on all exams at home for half credit.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher meets individually with her student to review and exam before permitting him to retake it to demonstrate his improved performance.&nbsp;&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Mathematics Computation",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Number Concepts and Number Sense",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  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background-origin: initial; background-clip: initial;"><a href="https://www.edutopia.org/article/tips-allowing-test-retakes">Tips for\nAllowing Test Retakes</a> \u2013 David Cutler - Edutopia</span></p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"></span><o:p></o:p></p><p class="MsoNormal"><a href="https://www.prealgebrateachers.com/3-reasons-why-you-should-allow-test-corrections/" target="_blank">3 Reasons why you Should Allow Test Corrections</a><span style="line-height: 107%;"><a href="https://www.prealgebrateachers.com/3-reasons-why-you-should-allow-test-corrections/" style=""></a> \u2013 prealgebrateachers.com<font face="Acre Medium"><span style="font-size: 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child\u2019s needs,\nan IEP team is often able to identify items that cause a child to struggle.</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Why is it that a child can\nperform well academically or behaviorally in one class and then fail in\nanother?&nbsp; This variation in performance could be caused by the structure\nof a classroom. IEP teams shouldn\u2019t view this evaluation as unfavorable,\nbecause classes can be entirely effective for the majority of students but then\ncause a student with a disability to fail. &nbsp;Careful consideration of the\nlearning environment, virtual or face-to-face, can lead to some simple changes that will support the\nlearner with a disability.</span><o:p></o:p></p>',Examples:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher discovers that,\nin her virtual classroom, her students perform better if she posts a lesson\noutline for them to follow during instruction.</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A\nteacher discovers that students are more consistent with completing their\nhomework assignments when homework is written daily in the same place on the\nchalkboard.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A teacher discovers that more\nstudents were able to participate in classroom discussions when increasing\nwait-time following classroom questions.<u1:p></u1:p><o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">A teacher discovers that\nstudents with ADHD and short term memory deficits were more successful when the class follows the \u201cone person talks at a time\u201d rule during instruction.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  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problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"335b5c1c-262e-4da9-ac1b-d261615b0829",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:15:29.1860000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T14:32:26.0180000Z"}}},{Key:"B10",Title:"Student should have an organizational \u201ccheck-in\u201d time to prepare for the day",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An organizational check-in\ntime can help a student to prepare for the day, a portion of the day, or to go\nhome.&nbsp; Teams should specify this detail in the IEP by stating the specific\npurpose and timeframe, as shared in the examples below.</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">This accommodation can be used to support a\nstudent who struggles with organization or the student whose IEP team\ndetermines would benefit by having someone help them to prepare for the day.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">In some cases, students may struggle with the\nability to be organized, causing them to fail to take appropriate materials to\nclass, fail to record assignments, fail to bring/take items to/from home, or\nother executive function skills that cause them to be unprepared for\nclass.&nbsp; When organization, or the need to attend to other tasks, causes a\nstudent to struggle with preparation it is often&nbsp;helpful to provide a\nshort period of time dedicated to this task.&nbsp; In many cases, this short\namount of time can make a big difference for a student.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A Learning Support teacher arranges to meet\nwith one of her inclusion-based students for 5 minutes as soon as he arrives\nand before he leaves school each day to check on and prepare for homework.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A homeroom teacher meets briefly with one of his\nstudents to verify that they completed their homework and to help set up their\ndaily planner for the day.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A high school student tutor meets over lunch\nwith a pair of middle school students to make sure that they have all filled out\ntheir assignment books from the morning classes.&nbsp; The same group meets before\nleaving for the day to verify afternoon assignments.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A student meets with a mentor during studyhall\nto discuss grades and to share the results of a behavior tracking form that\nverifies being prepared for classes.</p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher messages\nher student prior to class to assist him in being ready to engage in\nclass.&nbsp;&nbsp;</span><o:p></o:p></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Work Completion",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Responsibility",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Organization",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Time to Complete Tasks",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Work Completion",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Responsibility",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Organization",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Time to Complete Tasks",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well with a partner",__i:{guid:"f1b4170f-e7f6-477e-85bc-c606d30a14f3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:06.828Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"36c3ffb9-57f3-4f87-ae44-f80f23d208e0",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:23:55.0370000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T15:24:52.7740000Z"}}},{Key:"B102",Title:"Prevent behaviors by utilizing an emotions chart",Description:'<p><span style="line-height: 107%;">Emotion charts, which can also be called feelings charts, emotion\nscales, emotional thermometers, etc., describe a scale that a child can use to indicate\nhow they are feeling.&nbsp; The purpose of an\nemotions chart is to create a way for a child to communicate with others how\nthey are feeling at a given time.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should consider a chart\nthat is appropriate for the child based on variables such as age, and when/how\nthe chart will be used, as well as one that appropriately presents the emotions\nthey want the child to share.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should consider the best\nway to use an emotions chart.&nbsp; For\nexample: <o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Some children may\nbenefit from a chart being always available to them.&nbsp; This makes it possible for a child to show\nthe changes in their feelings as they occur.&nbsp;\nThe purpose of this fluid chart is to support a child in recognizing\ntheir feelings as well as to support others\u2019 ability to respond appropriately\nto changes in feelings.<o:p></o:p></span></p><p class="MsoListParagraphCxSpLast" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Some children may\nuse a chart to communicate their feelings when asked.&nbsp; This type of use often occurs after an event\nor major behavior change.&nbsp; The purpose of\na chart being used in this way is to support the child\u2019s ability to respond to\ntheir feelings.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An appropriate chart should be\ndeveloped or selected based on the individual variables and abilities of the\nchild. &nbsp;<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">In many cases, it is helpful to\ndevelop the scale with the child.&nbsp; This\nway the child is involved and develops a better understanding of its\npurpose.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">In all cases, a child should be\ntaught about the feelings presented on the chart. <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss appropriate\nresponses for both the child and others that should be done as the child\nreports a change in emotions on the scale.&nbsp;\nIn other words, what should be done when a child shares certain emotions?&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher notices a change\nin behavior with one of her middle school students.&nbsp; The teacher messages her student asking the\nstudent to send an emoji that represents how they feel.&nbsp; The student has been taught emojis on a scale\nincluding those representing happy, excited, sad, bored, frustrated, confused,\nsick, etc.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A first-grade child uses a four-picture\nscale showing faces that say \u201cI feel good,\u201d \u201cI feel OK\u201d, \u201cI feel bad\u201d, and \u201cI\nfeel angry\u201d<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A third-grade child has a\nthermometer taped to their desk that shows a range from happy, calm, sad,\nworried, frustrated, and angry.&nbsp; The\nchild moves a paperclip as their feelings change during the day.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student uses a\nvisual chart that includes numerous words to describe a group of feelings, for\nexample, for the feeling \u201cbad\u201d the words \u201cbored, disappointed, lonely, sad,\nshy, sick, and tired\u201d are provided.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">How Sensory Processing Issues Affect Kids in\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Child\nMind Institute<o:p></o:p></p><p class="MsoNormal"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">5 Ways to Support Students with Sensory\nProcessing Disorders:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Teach\nThought Staff<u1:p></u1:p><o:p></o:p></p><p class="MsoNormal"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">Problem Behavior\nIn The Classroom: Dealing with Children And Sensory Processing Disorders At\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nSensory-processing-disorder.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-sensory-processing-issues"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">A Day in the Life of a Child With Sensory Processing Issues</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\u2013 Understood.org</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-sensory-processing-issues" style="background-color: rgb(255, 255, 255);">Understanding\nSensory Processing Issues</a> \u2013 Understood.org</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:53:05.89Z"}}}],NeedsPriorities:[{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:7},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">How Sensory Processing Issues Affect Kids in\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Child\nMind Institute<o:p></o:p></p><p class="MsoNormal"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">5 Ways to Support Students with Sensory\nProcessing Disorders:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Teach\nThought Staff<u1:p></u1:p><o:p></o:p></p><p class="MsoNormal"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">Problem Behavior\nIn The Classroom: Dealing with Children And Sensory Processing Disorders At\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nSensory-processing-disorder.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-sensory-processing-issues"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">A Day in the Life of a Child With Sensory Processing Issues</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\u2013 Understood.org</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-sensory-processing-issues" style="background-color: rgb(255, 255, 255);">Understanding\nSensory Processing Issues</a> \u2013 Understood.org</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:53:05.89Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.teacherspayteachers.com/Browse/Search:emotion+scale/Price-Range/Free?ref=filter/price" target="_blank">Emotional Scales from TpT </a><a href="https://www.teacherspayteachers.com/Browse/Search:emotion+scale/Price-Range/Free?ref=filter/price" target="_blank"></a><span style="line-height: 107%;"><a href="https://www.teacherspayteachers.com/Browse/Search:emotion+scale/Price-Range/Free?ref=filter/price"></a> \u2013 $ - teacherspayteachers.com<o:p></o:p></span></p><p class="MsoNormal"><a href="https://www.purewow.com/family/feelings-chart" target="_blank">How a Feelings Chart for Kids Can Help Your Child Right Now </a><a href="https://www.purewow.com/family/feelings-chart"><span style="line-height: 107%;"></span></a><span style="line-height: 107%;"> \u2013 Alexia Dellner \u2013 Purewow.com <o:p></o:p></span></p><p class="MsoNormal"><a href="https://www.therapistaid.com/therapy-worksheets/emotions/adolescents?page=2" target="_blank">Emotions Worksheets for Adolescents </a><a href="https://www.therapistaid.com/therapy-worksheets/emotions/adolescents?page=2"><span style="line-height: 107%;"></span></a><span style="line-height: 107%;"> \u2013 therapistaid.com<o:p></o:p></span></p><p class="MsoNormal" style="mso-margin-bottom-alt:auto;line-height:normal;\nmso-outline-level:1"><a href="https://www.somatopia.com/blog/the-emotions-wheel-or-the-feelings-wheel" target="_blank">Learning How to Speak in the Language of Emotions (The Feelings Wheel </a><a href="https://www.somatopia.com/blog/the-emotions-wheel-or-the-feelings-wheel" target="_blank"></a><a href="https://www.somatopia.com/blog/the-emotions-wheel-or-the-feelings-wheel" style=""></a>) \u2013 Dr. Albert\nWong \u2013 somatopia.com<font color="#161e2a" face="Montserrat"><o:p></o:p></font></p><p>\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://mentalhealthcenterkids.com/products/feelings-emotion-chart-for-kids-teens" target="_blank">Feelings and Emotions Chart for Kids and Teens </a><a href="https://mentalhealthcenterkids.com/products/feelings-emotion-chart-for-kids-teens"><span style="line-height: 107%;"></span></a><span style="line-height: 107%;"> - $ - resources that include feelings and ways to handle them for\nchildren of all ages \u2013 www.mentalhealthcenterkids.com<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys hands-on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"99199afc-a78a-4694-995f-c139367ea1a0",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2023-01-25T19:42:43.6790000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2023-01-25T20:14:31.9210000Z"}}},{Key:"B103",Title:"Provide for use of weighted input",Description:'<p class="MsoNormal">Some individuals need weighted input to assist them with\nfocusing on tasks due to sensory seeking input, anxiety and behavioral issues.\nWeighted lap pads and blankets must be calculated correctly for appropriate\nweight input.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">These students are easy to identify, often demonstrating the\nneed for a hug, jumping, but also sometimes demonstrating negative behaviors as\nwell such as punching, pushing and running into other children on purpose.\n</p><p class="MsoNormal">Students may not prefer weighted input if it looks different than other peers.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A first-grade student bumps into other classmates on\npurpose, creating negative feelings from other classmates, as well as\ndistracting the students. The teacher noticed this behavior and advised the\nstudent to grab 1-2 heavy books off the bookshelf and place them on his lap.\nThis weighted input assisted the student with increasing his focus and\ndecreasing his negative behavior.<o:p></o:p></p><p class="MsoNormal"><o:p>&nbsp;</o:p>A fifth-grade student demonstrated difficulty with focusing\nin class. He wanted to stand up, move around and still was not able to attend\nto the task provided. He became easily frustrated and angry when the teacher\nwould correct him for simple things. The teacher had the student place a\nweighted lap pad across his lap, increasing focus and negative behaviors in the\nstudent.&nbsp;</p><p class="MsoNormal"><o:p></o:p></p>',NeedsCategories:[{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/5-common-myths-about-dyspraxia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">5\nCommon Myths About Dyspraxia</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> \u2013 Understood.org</span></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:34:35.891Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}}],NeedsPriorities:[{Need:{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/5-common-myths-about-dyspraxia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">5\nCommon Myths About Dyspraxia</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> \u2013 Understood.org</span></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:34:35.891Z"}}},Priority:6},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://funandfunction.com/wipe-clean-weighted-lap-pads.html" target="_blank">Weighted Lap Pad Guidelines: 5 Things to Know</a><span class="MsoHyperlink"><a href="https://weightedsense.com/weighted-lap-pad-guidelines/"></a> \u2013 article - www.weightedsense.com <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="http://wipe%20clean%21%20weighted%20lap%20pads/" target="_blank">Wipe Clean! Weighted Lap Pads</a><span class="MsoHyperlink"><a href="http://wipe%20clean%21%20weighted%20lap%20pads/"></a> \u2013 $ - www.funandfunction.com<o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:null,__i:{guid:"47819321-4f18-42dd-ab62-c073b303d67c",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2023-01-31T15:28:37.1440000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2023-01-31T15:33:51.6670000Z"}}},{Key:"B11",Title:"Pair student with well-behaved student(s) for groups and projects",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This accommodation requires the teacher\nto plan to include the student in (or guide the student in selecting) groups\nthat are comprised of students who will be focused entirely on the assigned\ntask providing positive peer pressure.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A\nstudent who struggles with attention issues or other behavioral challenges\nwould benefit from being paired with well-behaved students.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Additionally, students\nwho struggle with certain processing disabilities can also benefit from being\npaired with well-behaved students as this tends to reduce conversations that\nare not related to the topic, reducing confusion.&nbsp;<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">To prevent behavior issues, it\nis essential to consider how the student will react to the student(s) with whom\nhe is paired.&nbsp; Student buy-in is significant for this accommodation.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"></span></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size:13.5pt;\nfont-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Examples:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school teacher assigns lab groups\nto his chemistry class.<o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school student meets with his\nlearning support teacher prior to a social studies class where a new project\nwill begin.&nbsp; The learning support teacher\nassists him in selecting two students with whom to work.</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher creates groups for a break-out lesson.&nbsp; She purposefully includes one student with a group she knows will encourage his involvement.</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Sequential Reasoning",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Confidence",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Work Completion",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Responsibility",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Organization",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:null,lastUpdatedOn:null}}}],NeedsPriorities:[{Need:{Name:"Sequential Reasoning",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Confidence",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Work Completion",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Responsibility",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:7},{Need:{Name:"Organization",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://everfi.com/blog/k-12/positive-peer-pressure-benefits/">Positive\nEffects of Peer Pressure &amp; Why It Can Be Beneficial</a> \u2013 Everfi<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes to help others",__i:{guid:"44d4a379-94c8-4282-a571-c3f59c36d1b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:01.393Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well with a partner",__i:{guid:"f1b4170f-e7f6-477e-85bc-c606d30a14f3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:06.828Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well in a group",__i:{guid:"1c8bf4db-e07e-4365-b561-c47e5e980298",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:27.606Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work and/or speak in front of group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"478d1a78-93ea-4aad-92af-4bf7f6028652",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:24:36.8260000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T11:57:06.5240000Z"}}},{Key:"B12",Title:"Use nonverbal cues to remind the student of an established understanding",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Establish nonverbal cues\n(signs given to the student that don\u2019t include talking) that send a message to\nthe student without speaking.&nbsp;&nbsp;</span><o:p></o:p></p>',Considerations:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The establishment of nonverbal cues can\nbe helpful in discretely reducing the occurrence of a student\u2019s inappropriate\nbehavior in a classroom setting.&nbsp; Prior\nto their use, these cues are established with the student.&nbsp; It works best if an IEP team establishes\nthese cues, discusses them with the student, then they are used consistently\nthroughout the school day.</p><p>\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A second use of nonverbal cues can be to\nsupport a student\u2019s learning.&nbsp; Cues are\nused to change behavior therefore, teams should not forget about using this\naccommodation to develop learning behaviors.&nbsp;\nStudents who don\u2019t actively engage with instruction due to poor learning\nbehaviors may also benefit from this accommodation.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"></span></p>',Examples:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school team establishes that\nthey should tap the chalkboard three times when a student is showing signs of\nbeing off task.</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary student is taught that they\nare to raise her hand to volunteer to answer a question when she sees her\nteacher raise her hand.</p><p>\n\n\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school student is reminded to pay\nattention when she sees her teacher lean on her desk and cross her arms while\nteaching.</p><p class="MsoNormal">A cyber teacher notices her student is distracted so she \u201cpings\u201d\nhim privately during instruction to remind him to pay attention to class discussion.<o:p></o:p></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.pbisworld.com/tier-2/non-verbal-cues-signals/">Non-Verbal\nCues and Signals</a> \u2013 PBIS World<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.understood.org/en/school-learning/for-educators/teaching-strategies/behavior-strategy-nonverbal-signals">Nonverbal\nSignals: An Evidence-Based Behavior Strategy</a> \u2013 Amanda Morin \u2013 Understood.org<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"9256821f-7636-4c24-94d6-862b225177d4",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:25:18.1690000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-14T13:59:54.7190000Z"}}},{Key:"B13",Title:"Modify frequently occurring punishments for negative behavior to reinforce positive behaviors",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">When negative behavior\noccurs in a classroom, teachers typically respond with a punishment of some\nsort.&nbsp; This is typical and not necessarily inappropriate.&nbsp; However,\nit is important to identify if a student with a disability establishes a\npattern of regularly repeating a behavior.&nbsp; This behavior has a function\nand is meant to achieve a purpose.&nbsp; By identifying the purpose and\nteaching the student to replace the inappropriate behavior with an appropriate\none, teachers can then reinforce the positive behavior with a reward.&nbsp;&nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Punishment for frequently occurring inappropriate\nstudent behaviors should be changed to reinforcement for positive behaviors.&nbsp;&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Students will display a behavior in to fill a\nneed or achieve a function.&nbsp; This is true of all behaviors; both positive\nand negative.&nbsp; Because all behaviors have a function, we can\u2019t\nautomatically believe that behaviors are bad.&nbsp; The student is merely\nresponding in such a way that meets a need.&nbsp; This becomes an issue when filling\ntheir need is inappropriate and/or repeated.&nbsp; Usually, they are filling\ntheir need in the most effective way they\u2019ve learned.&nbsp; By recognizing\nthis, teams are then able to teach a student other ways (behaviors) to meet\ntheir needs.&nbsp; When the student performs the behavior as instructed, teams need\nto reward that positive behavior, encouraging it to continue.&nbsp;&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Teams should discuss, in detail, the target behavior,\nthe replacement behavior to be rewarded, and the schedule of reinforcement (how\noften and when a student is rewarded).<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A complete study of the accommodation is\nsuggested.&nbsp; Action Driven Education can provide professional development\non this topic, or teams may research it, beginning with some of the links\nbelow.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Note: This accommodation should not take the\nplace of a complete behavior analysis and behavior support plan.&nbsp; It\nshould be used to help behaviors from becoming issues that are large enough to\nneed a full behavioral assessment and plan.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A third-grade student yells out answers to his\nteacher\u2019s questions.&nbsp; This is identified as a learned response based on the\ninformal language used at home.&nbsp; The student is taught to raise his hand\nto answer questions.&nbsp; A reward system is developed that each time he raises\nhis hand (even if he isn\u2019t called on to respond), the teacher adds a tally to a\nchart.&nbsp; The student earns a prize at the end of the day, depending upon\nhow many times he raises his hand.&nbsp; Teachers are to ignore any event where\nthe student yelled out an answer.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A middle school student makes noises in the\nback of the room.&nbsp; The team determines that the student makes the noises to\ngain the attention of their peers.&nbsp; Recognizing this, the team realizes\nthat when the teacher calls attention to the behavior, the student\u2019s behavior\nworks twice as well as the entire class is now giving him attention.&nbsp; As a\nreplacement, the student is taught that they can gain the attention of their\npeers by actively participating in the class.&nbsp; Additionally, a cue is\nestablished that the student will use to indicate that they are feeling the\nneed for attention.&nbsp; When this student places their notebook bottom side\nup on the desk, the teacher agrees to notice that he has done so and, in return,\nwill involve the student in the class.&nbsp; By recognizing the student\u2019s need,\nthe teacher can help appropriately fill the need without disruption.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A high school student with a learning\ndisability causes a significant classroom disruption.&nbsp; This disruption\ncauses the student to get kicked out of class.&nbsp; As the pattern develops,\nhis learning support teachers notice that these disruptions are happening\nacross all classes.&nbsp; Upon further investigation, it is discovered that the\nstudent\u2019s behavior is helping to avoid group work.&nbsp; As a replacement, the\nstudent is taught to put their head down to indicate that they are\nuncomfortable with an upcoming activity.&nbsp; The agreement includes that the\nteacher will reward this behavior by developing a way for the student to\nparticipate that will meet their need.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://www.council-for-learning-disabilities.org/wp-content/uploads/2015/09/Positive-Reinforcement-Infosheet.pdf">Understanding Positive Reinforcement and\nReplacement Behaviors Within the Classroom</a>; Council for Learning Disabilities<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://intensiveintervention.org/sites/default/files/Reinforcement_Strategies_508.pdf">Reinforcement Strategies</a>; National Center on Intensive Intervention<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.theopencollege.com/wp-content/uploads/2018/11/Reinforcement-PDF.pdf" target="_blank">Strategies for Promoting PositiveReinforcement</a><a href="http://curry.virginia.edu/uploads/resourceLibrary/Reinforcement_VKRP.pdf"></a>; Center for Advances\nStudy of Teaching and Learning<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"e753608a-bd73-4e2c-8f46-4e616a8d98b4",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:26:09.3250000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T17:01:21.1740000Z"}}},{Key:"B15",Title:"Consistently provide frequent and immediate reinforcement of desired behaviors",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Teams working to change a student\u2019s behavior should carefully\nidentify the targeted behavior as well as the desired replacement behavior.&nbsp; When the student performs the wanted\nreplacement behavior, teachers and staff should regularly provide an\nappropriate reinforcement as soon as possible.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who frequently engage in behaviors that impede\nlearning often do so because they\u2019ve not developed other practices that are\nmore appropriate for the setting.&nbsp; By\nproviding some level of reward for performing a more setting-appropriate\nbehavior, teams are significantly increasing the chances that the student will\nadopt the new behavior.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation can help teams change smaller\nbehaviors or used as a part of a fully developed behavior support plan.&nbsp; Either way, the key is that the reinforcement\nis consistent and as immediate as possible. <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss what types of reinforcement should\nbe provided.&nbsp; Depending on the behavior,\nconsider a range of possibilities from smiles, thumbs-up, and verbal praise, to\ntangible rewards, time with peers, and a complete reward system that may\ninclude working towards a larger reward.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first grader is rewarded with a verbal reward, \u201cI like\nthe way you raised your hand,\u201d each time she raises her hand to speak in class,\neven if she isn\u2019t called on to answer the question.&nbsp; She also receives a smiley face stamp in a\nbehavior notebook that gets shared with her parents.&nbsp; When she gets home, if she has performed at a\ncertain level, her parents reward her by permitting her to watch her favorite\nYouTube show.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student frequently says negative comments\ntoward his peers.&nbsp; After each period, he\nis rewarded with a token to he did not engage in this behavior.&nbsp; After each day, if he has tokens from each\nteacher, he is rewarded with 15 minutes to play a video game with a peer during\nstudy hall.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher private messages her student to provide input on his behavior.&nbsp; &nbsp;She includes both positive affirmations of desired behaviors and corrections of behaviors that are impeding the student\'s learning.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.feedtheirneeds.com/corrective-feedback-motivates-behavior-change-students/">How\nCorrective Feedback Motivates Behavior Change in Your Students</a> \u2013 Michele Holiday\n- FeedTheirNeeds.com</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"51f0c9b2-fd28-422a-9c88-892ed4dab035",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T17:24:47.3350000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T12:43:30.3720000Z"}}},{Key:"B16",Title:'Arrange for the student to leave the classroom voluntarily and go to a designated "safe place" when needed',Description:'<p><span style="line-height: 107%;">Students, like adults, sometimes need the opportunity to get away and\ncool off.&nbsp; By giving the student control\nof this, you\u2019re helping them to control their behavior.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who demonstrate\nthrough classroom outbursts and are unable to control it by simply putting down\ntheir head or taking a time-out might benefit from being permitted to\nde-escalate in a different location.&nbsp; This location doesn\u2019t necessarily\nneed to be a private area.&nbsp; Frustration is usually associated with a specific\nperson or situation; therefore, typically, the student can benefit from being\nable to go to a different classroom or in the hallway for a minute.&nbsp;&nbsp;</span><o:p></o:p></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A\nthird-grade teacher has arranged, with the teacher across the hall, for a\nstudent to leave and sit in his room whenever the student feels like he needs a\nbreak.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n</p><p style="margin: 0in 0in 7.5pt;">A learning support teacher\nhas arranged for a student, who is included in a math class, to come to her\nroom whenever the student becomes frustrated so he can maintain composure.&nbsp;</p><p style="margin: 0in 0in 7.5pt;">A cyber student is excused from lessons when he feels the need to leave.&nbsp; Prior to leaving the lesson, the student records the time.&nbsp; The teacher records the lesson and posts it to his shared drive so her students can review the lesson if necessary.&nbsp; The student, using the time he recorded, jumps to the missed portion in the video.&nbsp;&nbsp;</p><p style="margin: 0in 0in 7.5pt;"><span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}}],NeedsPriorities:[{Need:{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.autisminspiration.com/members/366.cfm">Teaching a Child to\nTake Breaks</a> \u2013 Autism Inspiration&nbsp;</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"6289688a-0936-45cc-bf0a-ad048fe65f75",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:28:12.3980000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T16:47:15.0200000Z"}}},{Key:"B17",Title:"Develop cues to remind student behavior is not appropriate",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To support the child\'s ability to\ncontrol their behavior, teams should establish signals that alert the student\nthat the behavior they are engaged in (or about to perform) is inappropriate. &nbsp;&nbsp;<b style="font-size: 12pt;"><o:p></o:p></b></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams need to recognize that behavior\nchange takes time and instruction.&nbsp;\nInappropriate behaviors were developed and sustained over time, so\nchanging them takes intensive instruction, repetition, and time.&nbsp; Teams cannot assume that because they spoke\nwith a child about their behavior that it will change. Developing any skill\n(ability to read, complete a subtraction problem, or learn the Pledge of Allegiance)\nor behavior change takes instruction and time.&nbsp;\nCues are intended to remind the student of behavioral instruction and\nconversations; therefore, their use should serve as a reminder of a larger\nportion of instruction and practice.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss and plan cues to\nbe used.&nbsp; Cues may be simple nonverbal\n(glances, frown, etc.) or more advanced verbal reminders ("Remember what\nwe spoke about.", "Remember I expect..", etc.), but above all,\nshould be consistently implemented.&nbsp;\nFrequently, behavioral changes fail to occur because adults who work\nwith the child are not consistent.&nbsp; Also,\ncues should be generalized across all environments.&nbsp; Consider all classrooms, lunchroom, recess,\nhome, and other settings where the child may perform inappropriate behavior and\nwork to implement all cues consistently.&nbsp;&nbsp;<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade student who has thrown\nitems is taught that instead of throwing things, he should move to a "time-out"\narea of the room to cool off.&nbsp; The child\nis reminded of this expectation before any circumstance the teacher feels may\ngive rise to the behavior (before times of less structure such as recess and\ntransition times in the classroom, etc.).&nbsp;\n&nbsp;He is cued by proximity and\nverbal directions if the teacher sees the child demonstrating any level of\nphysical agitation.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade student who frequently\ndisrupts his peers during instruction is reminded of expectations by his\nteacher\'s glace.</span></p><p class="MsoNormal">A cyber teacher messages her student privately to notify him that his behavior isn\'t appropriate.&nbsp;&nbsp;</p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:7}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.responsiveclassroom.org/responding-to-misbehavior/" style="">Responding\nto Misbehavior</a> \u2013 Responsive Classroom<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.edutopia.org/article/8-proactive-classroom-management-tips" style="">8\nProactive Classroom Management Tips</a> by Youki Terada - Edutopia<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is confident",Description:"The student is sure of self and has no uncertainty of abilities.",__i:{guid:"e81dd1a1-a988-4df7-bce5-cb029cf3cfeb",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:51.357Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:57:52.495Z"}}},Priority:3},{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"fe7a10b8-124f-4a8d-83c2-2eb7af431d0a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-10-27T13:54:51.0950000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T17:09:33.0560000Z"}}},{Key:"B18",Title:"Ignore behaviors that aren\u2019t seriously disruptive",Description:'<p><span style="line-height: 107%;">Teachers selectively ignore (or address later) behaviors that are not\ndisrupting the class.&nbsp;&nbsp;</span><br></p>',Considerations:"Students who regularly engage in behaviors that cause them to get in trouble will often say that \u201ceveryone is out to get me,\u201d or I can\u2019t do anything right.\u201d&nbsp; When working to improve behaviors, it is often more productive to ignore certain other behaviors so the student can focus on the target behaviors.<br>",Examples:'<p style="margin: 0in 0in 7.5pt; padding: 0px; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary teacher ignores a student who is playing in his desk to \u201cfidget,\u201d so her attention is able to be focused on the student standing up from his seat.</p><p style="margin: 0in 0in 7.5pt; padding: 0px; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school teacher ignores a student\u2019s bids for attention that are directed at her and not distracting the class.</p><p style="margin: 0in 0in 7.5pt; padding: 0px; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">During a virtual lesson, a teacher momentarily mutes one student so that the class isn\'t disrupted by his off-topic conversation.</p>',NeedsCategories:[{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:7},{Need:{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.pbisworld.com/tier-1/ignore/">PBISWorld.com\n\u2013 Ignore</a><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to work and/or speak in front of group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"043a430b-8293-42a5-9bd0-799c4dc6eaed",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:29:28.4890000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-01T14:27:24.0490000Z"}}},{Key:"B2",Title:"Develop individualized rules and routines for the student",Description:'<p><span style="line-height: 107%;">Individualized rules are developed to account for the unique needs of the\nstudent.</span><br></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">Students\nwho demonstrate consistent behavioral issues are not having their needs met by\nthe classroom rules.&nbsp; By developing individualized rules, teams are better\nable to meet the student\u2019s needs.&nbsp; Teams need to recognize that this\ndoesn\u2019t mean that the student ignores classroom rules but rather that they are\na starting point to discuss why this student\u2019s needs extend beyond those of the\ngeneral classroom.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">It is also essential to\nconsider that rules change from classroom to classroom, into transition\nenvironments, halls, cafeteria, and, etc.&nbsp; Individualized rules take into\naccount these different environments and should attempt to bring consistency.</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">Rules should state what a child should do not what they should not!</p><p style="margin: 0in 0in 7.5pt;">Rules should be developed and\nshared across all environments.&nbsp; Consider including them as a behavior\nplan in the IEP.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An IEP team for a middle school student\nmeets with all members of his instructional team to develop a list of special\nrules to meet the student\u2019s unique needs.&nbsp;\nThese rules are kept in a daily notebook that teachers sign off on in each\nclass.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Organization",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Organization",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.unl.edu/asdnetwork/virtual-strategies/rules-and-routines">Rules\nand Routines</a> \u2013 Nebraska Autism Spectrum Disorders Network \u2013 a great video!</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is Confident",__i:{guid:"e81dd1a1-a988-4df7-bce5-cb029cf3cfeb",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:51.357Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"7e21ba3e-3d63-4db6-99f3-757fe20190c0",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:16:12.3360000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-12T15:42:37.1900000Z"}}},{Key:"B22",Title:"Do not eliminate recess as a punishment",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Requiring the student to miss recess as the consequence of misbehavior should not be supported.<span style="font-size:13.5pt;\nfont-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">In cases\nwhere the student needs physical activity to eliminate his energy or to\nregulate his emotions, it is not appropriate to remove recess as a\npunishment.&nbsp; For students that require physical activity, eliminating\nrecess will cause the student\u2019s behavior to increase in frequency.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">To understand why this\nmight be appropriate a comparison can be made.&nbsp; If you\u2019re diagnosed with\nan illness but fail to take your medications or follow the treatment advice of\nyour doctor, then you can expect that your illness will not improve and may become\nworse.&nbsp; The same can be true for a student in need of physical activity;\nthis physical activity is often the treatment for his learning needs.&nbsp;<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">Teachers should not dismiss\nthis accommodation as a suggestion that the student should not be held to\nbehavioral expectations; instead, teams should work to develop appropriate\ndisciplinary responses that meet the student\u2019s needs.&nbsp;&nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary student isn\u2019t\nheld in from recess when he misbehaves.&nbsp; Instead, to discourage the\nnegative behavior of yelling out in class, the student carries a tally sheet\nthat tracks his performance of positive behavior (raising his hand in\nclass).&nbsp; If he performs this behavior a set number of times each day, he\nearns a reward that is given to him at home by his parents.</span><o:p></o:p></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:10},{Need:{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},Priority:10},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"a3eb8fca-2d12-435a-8acb-28d4aabd9eff",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:30:14.7000000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T17:09:42.9700000Z"}}},{Key:"B23",Title:"Cue the student in advance before calling on them to answer questions",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Before asking a question,\nthe teacher alerts the student of the fact she would like the student to pay\nattention. &nbsp;This cue serves the function of giving the student advanced\nnotice that the teacher would like him to answer this question.</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">It is important to engage all students to\nenhance student participation. &nbsp;However, in the case of a student with a\ndisability, it is often necessary to take additional steps to engage them in\nthe class. &nbsp;By cueing a student in advance, the teacher can get the best\nfrom the student.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">In a co-teaching scenario, teachers can work\ntogether to prepare a student to participate. &nbsp;For example, the cue can serve\nto inform the co-teacher that he may want to assist the student with the\nquestion. &nbsp;In situations where co-planning is possible, the opposite could\noccur. The co-teacher, knowing the question is coming up, can help to plan the\nstudent\u2019s response then notify the lead teacher that the student is prepared to\nrespond. &nbsp;This would serve as the cue to the general education teacher\nthat the student is ready to answer.&nbsp; <o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">In all cases, the goal is to get the student\nmeaningfully engaged in classes to encourage learning and participation.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">While working on a\npractice math question in class, a teacher walks past a student and tells him\nthat he\u2019s done a nice job working on the question and notifies him that she\u2019s\ngoing to ask the student to share his response with the class.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">While lecturing, a\nteacher states \u201cBilly, I\u2019d like to hear what you have to say to this next\nquestion\u201d then proceeds to ask the question.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A cyber teacher private chats her student prior to asking a question and then calling on a student to respond.&nbsp;&nbsp;</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">While teaching, a teacher quietly walks past\nher student and tells him that the next question is his to answer. &nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A co-teacher signals her peer that a student\nis prepared to answer the current question.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A teacher uses Google forms to present\nformative questions to her class to complete individually before classroom\ndiscussion.&nbsp; This permits the teacher to gather a response on an item from\neach student. While the students work, he stops by one of his students to\nnotify her that he is going to ask her to answer question #2.&nbsp; This gives her time to prepare.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://teachingcenter.wustl.edu/resources/teaching-methods/participation/increasing-student-participation/">Increasing Participation</a>&nbsp;article<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Doesn\u2019t mind being interrupted",Description:"",__i:{guid:"0fb501e5-6712-41bb-9b77-eb5f835a60df",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:16:21.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-22T14:13:03.03Z"}}},Priority:3},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work and/or speak in front of group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"fb549674-50f6-4530-996a-2f382a2965fa",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:31:12.2360000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-01T13:39:49.0530000Z"}}},{Key:"B24",Title:"Avoid the use of sarcasm (or other behaviors that trigger conflict)",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Staff should avoid actions that trigger student\nmisbehavior.&nbsp; These behaviors should be\navoided by both the staff and students in the classroom.&nbsp; Sarcasm is often one of these behaviors.&nbsp; However, teams should analyze student\nmisbehavior carefully to evaluate other potential triggers.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Student misbehavior can be evaluated by\ndetermining the behavior\u2019s function.&nbsp; Often teams will find that the\nfunction of the behavior is a response to an unpleasant situation that occurs\nto or around the student.&nbsp; These situations should be viewed as a\nbehavioral trigger and avoided as much as possible.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">&nbsp; Due to their learning needs, students\nwith disabilities are often exposed to sarcasm (and other triggers) early in\ntheir education and often as they move through the grades.&nbsp; This exposure\ncauses many students with disabilities to be highly sensitive to sarcasm (and\nother behaviors).&nbsp; It is easy to see how often a student with a learning\ndisability might be exposed to sarcastic comments like \u201cwell duh,\u201d which cause\ntheir peers to laugh while quickly making their school experience very\nnegative.&nbsp; Furthermore, many students with disabilities struggle to\nunderstand sarcasm due to the subtleness of the expression, causing the\nsituation to become even more confusing.&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">&nbsp; Trigger behaviors should be avoided\nanytime they can be identified.&nbsp; It is essential to identify behavioral\ntriggers early before they become complex behaviors that are more difficult to\nresolve.&nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An IEP team, for a student who has multiple teachers,\nworks together to identify the triggers of a specific student behavior.&nbsp; These triggers are then avoided.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A school works together to eliminate sarcasm from their\nschool.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Confidence",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Cognitive Efficiency",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Emotional 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href="http://www.stpsb.org/substitutes/DecJan200809Updates/Dec-Jan2009ClassroomMgtTip.pdf"><span style="line-height: 107%;">Classroom Management: Avoiding Sarcasm</span></a><span style="font-size:13.5pt;line-height:107%;font-family:&quot;Segoe UI&quot;,sans-serif;\nmso-bidi-font-weight:bold"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good 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group",__i:{guid:"1c8bf4db-e07e-4365-b561-c47e5e980298",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:27.606Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work and/or speak in front of group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"7515b56c-351f-4323-a022-bd46d5ba8eb5",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:31:59.2710000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:54:09.9100000Z"}}},{Key:"B26",Title:"Establish a mentor/advisor/counselor and an opportunity to meet with them to help provide the student with structure and an anchor point",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Establish a\nmentor as a trusted person the student can meet with to work through\nissues.&nbsp; This person will support the\nstudent in a nonjudgemental and nondisciplinary way. They will guide them in\ndeveloping their ability to manage their behavior</span><span style="line-height: 107%;">.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">People benefit from learning to\nwork through challenges with someone they trust.&nbsp; In many cases, especially for students who\nstruggle with various behavioral needs, opportunities to work through and learn\nfrom challenges are insufficient.&nbsp;\nEstablishing a mentor, along with adequate time to meet, can tremendously\nenhance a child\u2019s performance.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Most people establish a genuine\nrelationship with people they trust.&nbsp; In\ncases where the student hasn\u2019t established good or healthy advisory type\nrelationships, teams should consider ways to support the student with a\nmentor.&nbsp; The proactive, front-end time it\ntakes to meet with a student is often spent on the back-side dealing with\ndiscipline and poor performance type behaviors.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade student meets\ndaily with a counselor for twenty minutes during breakfast.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student who\ncomes from a challenging home life meets his science teacher daily during\nhomeroom.&nbsp; The student appreciates\nmeeting first thing in the morning so that he can start his day\nsuccessfully.&nbsp; They frequently discuss\nthe student\u2019s concerns for the day and how he plans to handle them. <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A virtual student speaks three\ntimes a week in a Zoom meeting with his counselor.&nbsp; They discuss items of concern to the student\nas well as areas where his performance is lagging.&nbsp; The student is guided in developing\nshort-term goals to overcome these challenges.&nbsp; &nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",Considerations:'<p>Students that struggle with responsibility need to learn the power\nthat comes when they control their actions.&nbsp; Typically these children\nhaven\u2019t experienced the joy that comes from taking control of the variables\nthat are necessary to be independently successful.&nbsp; In the absence of this\nexperience, students tend to dismiss responsibility for their actions and\nlearning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who don\u2019t accept responsibility will often become\ndisengaged and will not participate fully in classroom activities and complete\nhomework, projects, or study for tests. When this happens, the student then\nalso becomes a struggling student.&nbsp; As a result, it is sometimes the best\napproach to teach a child responsibility in other settings outside of the\nclassroom, such as work programs, chores, and sports.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to tackle this issue is always the best\nmethod.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;The Center for Parenting Education:&nbsp;<a href="https://centerforparentingeducation.org/library-of-articles/responsibility-and-chores/developing-responsibility-in-your-children/" style="">Teaching\nResponsibility to your Children</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:35.054Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:5},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:8},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:2},{Need:{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",Considerations:'<p>Students that struggle with responsibility need to learn the power\nthat comes when they control their actions.&nbsp; Typically these children\nhaven\u2019t experienced the joy that comes from taking control of the variables\nthat are necessary to be independently successful.&nbsp; In the absence of this\nexperience, students tend to dismiss responsibility for their actions and\nlearning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who don\u2019t accept responsibility will often become\ndisengaged and will not participate fully in classroom activities and complete\nhomework, projects, or study for tests. When this happens, the student then\nalso becomes a struggling student.&nbsp; As a result, it is sometimes the best\napproach to teach a child responsibility in other settings outside of the\nclassroom, such as work programs, chores, and sports.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to tackle this issue is always the best\nmethod.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;The Center for Parenting Education:&nbsp;<a href="https://centerforparentingeducation.org/library-of-articles/responsibility-and-chores/developing-responsibility-in-your-children/" style="">Teaching\nResponsibility to your Children</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:35.054Z"}}},Priority:2},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},Priority:2},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.understood.org/en/friends-feelings/empowering-your-child/self-esteem/how-having-mentors-can-help-kids-with-learning-and-thinking-differences"><span style="line-height: 107%;">How Having Mentors Cal Help Kids Who Learn and Think Differently</span></a><span style="line-height: 107%;"> \u2013 Erica Patino - Understood.org \u2013 written for parents as the\naudience<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://nationalmentoringresourcecenter.org/index.php/30-topic-areas/182-school-based-mentoring.html"><span style="line-height: 107%;">National Mentoring Resource Center</span></a><span style="line-height: 107%;"> \u2013 School-Based Mentoring page<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"766e3994-c2fb-44b5-80f1-2afa040955ad",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-12-14T15:41:36.4870000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-12-14T15:41:40.4710000Z"}}},{Key:"B29",Title:"Reprimand only in private with a focus on the behavior not the person",Description:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">There are several components to this accommodation that need to be considered and understood to be effective.<o:p></o:p></p><p class="MsoNormal" style="margin: 0in 0in 7.5pt 31.4pt; line-height: normal;">1.&nbsp;&nbsp;&nbsp;&nbsp;Private reprimand:&nbsp; Reprimanding students regularly in\npublic can cause some students to use that as attention-seeking behavior.&nbsp;\nAdditionally, these students become labeled as the \u201cbad kid.\u201d&nbsp; This\ndefinition causes the student to grow into that character, who appears to\ndisrespect authority and is always misbehaving.&nbsp; A private reprimand helps\nto reduce the likelihood of significant problems developing.&nbsp; Always avoid\npublic humiliation and reprimand privately as much as possible. <o:p></o:p></p><p class="MsoNormal" style="margin: 0in 0in 7.5pt 31.4pt; line-height: normal;">2.&nbsp;&nbsp;&nbsp;&nbsp;Focus on the behavior: Statements that are focused on the\nbehavior, identify the specific action that needs to be addressed, and keep the\nstudent\u2019s character intact.&nbsp; Corrections\nthat focus on the character of the student is likely to cause them to see\ntheir behavior as a character flaw, causing further and sustained problems.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Remember that the purpose of discipline is to alter\nthe child\u2019s behavior, not control the child.&nbsp; Your goal is to leave the\nchild with the idea that you are focused on their behavior.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This accommodation\nshould be used in any instance where a student is working through behavioral\nissues that may take extended efforts.&nbsp;<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">For example, statements like these are\nappropriate versus inappropriate (indented) responses to behavior.&nbsp; Again,\nall appropriate responses should be private exchanges. &nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin: 0in 0in 7.5pt 31.4pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Appropriate:&nbsp; In private, Billy\u2019s teacher\nsays, \u201cit interrupts the class when you yell out answers, please raise your\nhand instead.\u201d<o:p></o:p></p><p class="MsoNormal" style="margin: 0in 0in 7.5pt 62.8pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Inappropriate: A teacher says, \u201cBilly, quit\nbeing a loud-mouth and raise your hand.\u201d in front of the entire class.&nbsp;\nThis is name-calling and attacks the person, not the behavior.<o:p></o:p></p><p class="MsoNormal" style="margin: 0in 0in 7.5pt 31.4pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Appropriate:&nbsp; In the hallway, a teacher\nsays, \u201cKathy, throwing pencils makes our classroom dangerous and could hurt you\nor another student.&nbsp; In the future, when you are frustrated, why don\u2019t you\nput your head down and I\u2019ll recognize that you are frustrated.\u201d<o:p></o:p></p><p class="MsoNormal" style="margin: 0in 0in 7.5pt 62.8pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Inappropriate:&nbsp; A teacher says, \u201cYou\u2019re a\nbad girl.&nbsp; Good girls don\u2019t throw pencils.\u201d to a student.<o:p></o:p></p><p class="MsoNormal" style="margin: 0in 0in 7.5pt 31.4pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Appropriate:&nbsp; A teacher speaks with his\nmiddle school student after class to inform him that saying \u201cyour shoes are\nugly\u201d to a classmate isn\u2019t appropriate and then explains that he should keep\nthose type of feelings to himself.&nbsp; The teacher then arranges for the\nstudent to apologize to his peer about the comment.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal" style="margin: 0in 0in 7.5pt 62.8pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Inappropriate: The teacher says, \u201cquit being a\njerk\u201d in front of the entire student group.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;\nmso-fareast-font-family:&quot;Times New Roman&quot;;color:#686868"></span></p><p class="MsoNormal" style="margin-left: 62.8pt; text-indent: -0.25in; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;\nmso-fareast-font-family:&quot;Times New Roman&quot;;color:#686868"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:10},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.parentingscience.com/correcting-behavior.html">Correcting\nBehavior: The magic words that kelp kids cope with mistakes</a> - Parenting\nScience<o:p></o:p></p><p>\n\n</p><p class="MsoNormal">Book: <a href="http://www.ascd.org/publications/books/118018.aspx">Discipline with\nDignity: How to Build Responsibility, Relationships and Respect in Your\nClassroom</a> \u2013 ASCD Curwin, Mendler, Mendler<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"8db409a4-fa92-487b-80aa-cb0e6a6e53e7",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:33:57.0890000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:28:11.0740000Z"}}},{Key:"B3",Title:"Alert student of transitions prior to occurrence",Description:'<p>A student is notified prior\nto any major changes in activity, setting, or environment.<font face="Segoe UI, sans-serif"><o:p></o:p></font></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">Students\ncan struggle with change for a variety of reasons.&nbsp; As outlined below, numerous\nsituations could provide the need for the use of this accommodation.&nbsp; Careful\nconsideration of student behavior, as well as their approach to learning, can\nassist a team in choosing to use this accommodation.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A student who struggles\nbehaviorally in making transitions can benefit from being notified in advance\nof an upcoming change.&nbsp; Teachers may forget to consider the impact of\nchanges that are beyond our control, as we typically control the structure,\nflow, and environment of our room.&nbsp; However, we can relate to this student\nif we consider how it feels when a visitor stops in our room or a fire alarm rings.&nbsp;\nThese breaks in our \u201cflow\u201d can cause us to become off tilt and ruin our\nday.&nbsp; By relating to this feeling, we can understand how a student might\nfeel when they have no control over these transitions.&nbsp; Students who lack\ncontrol of certain behaviors can feel like a fire alarm just went off even\nduring the simplest of transitions.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A student who needs to devote\nintense attention to learning can benefit from being notified about upcoming\ntransitions.&nbsp; For example, a student who needs to focus intensely on\nreading or mathematical processes can have their learning derailed when they\nare unable to put closure to a complete thought due to an unannounced transition.<u1:p></u1:p><o:p></o:p></p><p>\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">A student who struggles with\norganization can benefit from being notified of upcoming transitions so that\nthey can prepare.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">Before\nbeginning an activity in her class, a third-grade teacher announces to the\nentire class that she will ring a bell two minutes before the activity will\nend.&nbsp; The signal serves to notify the students that they should prepare\nfor a change to a different activity.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A cyber teacher "pings" her student to alert him to the upcoming conclusion of an activity.</p><p style="margin: 0in 0in 7.5pt;">A high school teacher\nestablishes the understanding with a student that he is permitted to turn on a\nsilent vibrating alarm on his cell phone that will go off each day one minute before\nthe class change bell.&nbsp; The signal gives the student time to prepare his\nmind to enter the noisy hall environment.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A middle school teacher walks\nsilently to a student in their class to notify them that they are going to stop\nworking on a writing assignment in two minutes.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">An elementary gym teacher ends a\ngame of hockey three minutes before the bell to permit students to choose to\neither slowly walk around the gym or to help clean up equipment.&nbsp; This time\nallows a cool-down period for two students in the class to support a transition\nback to their regular classes.<u1:p></u1:p><o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">A recess teacher calls a\nstudent to the side and reminds them that recess is going to end in three\nminutes, so they should start slowing down their activity to prepare to line up.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:10},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2018/03/15/how-to-help-students-transition-activities/" style="">How\nto Help Students Transition Between Activities</a> \u2013 Your Therapy Source <o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.iidc.indiana.edu/irca/articles/transition-time-helping-individuals-on-the-autism-spectrum-move-successfully-from-one-activity-to-another.html">Transition\nTime: Helping Individuals on the Autism Spectrum Move Successfully from One\nActivity to Another</a> - Kara Hume, Ph.D. - <span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Indiana Resource Center for Autism</span><span style="font-family:&quot;Arial&quot;,sans-serif;mso-fareast-font-family:&quot;Times New Roman&quot;"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Can plan ahead",__i:{guid:"f9065815-bba2-4255-b809-875439ecbaa7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:24.753Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn\u2019t mind being interrupted",Description:"",__i:{guid:"0fb501e5-6712-41bb-9b77-eb5f835a60df",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:16:21.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-22T14:13:03.03Z"}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"b80ed26e-dae1-4b20-a03b-d829c757b186",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:17:00.3150000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T14:39:41.0010000Z"}}},{Key:"B31",Title:"Provide clearly stated rules and consequences as well as expectations that are consistently applied across all environments",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">When working to improve\nstudent behaviors, IEP teams should develop a clear understanding, among all\nteam members, of how they are to respond to misbehaviors.&nbsp; This response\nshould be used consistently across all environments without exception.&nbsp;&nbsp;</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">When a student is\nstruggling to control his behavior, it is appropriate for an IEP team to define\nand develop clear and consistent expectations for misbehavior.&nbsp; The\ndangerous assumption that a student can generalize his behavior across all\nenvironments often leads to the failure to correct a student\u2019s behavior.&nbsp;\nFor this reason, IEP teams should consistently respond to misbehavior, so the\nstudent learns how to control his behavior.</span><o:p></o:p></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school student\u2019s IEP team determines\nthat his consistent failure to complete assignments should be addressed in the\nfollowing manner.&nbsp; All teachers follow the same process.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 7.5pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Require the student to record the missing\nassignment in his assignment book with it marked as \u201cdue yesterday.\u201d<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 7.5pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Place a copy of any worksheets or other\nnecessary documents in his bookbag.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 7.5pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Teacher initials the assignment.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 7.5pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Parent checks assignment book each night.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 7.5pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Stop in the teacher\u2019s classroom during homeroom\nthe following day to submit or acknowledge that he didn\u2019t complete the\nassignment.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 7.5pt; line-height: normal;">\xb7&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;If the assignment isn\u2019t submitted the following\nday, it earns a \u201c0\u201d in the teacher\u2019s grade book.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A fifth student is frequently yelling out during\nclass.&nbsp; His teachers decide that when he yells out, they will look at him\nand motion for him to raise his hand.&nbsp;\nThey then record the occurrence of the behavior on a tally sheet.&nbsp;\nIf the student earns less than a given number of tallies, he is allowed to be\nan office helper during the final minutes of the day.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A group of cyber teachers works together the develop a list of rules and procedures for a student who struggles to interact well in their classes.&nbsp;&nbsp;</p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:10},{Need:{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},Priority:10},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.teachhub.com/classroom-management/2016/01/classroom-management-develop-clear-rules-and-expectations/">Classroom\nManagement: Develop Clear Rules and Expectations</a> \u2013 The TeachHub.com team<o:p></o:p></p>\n\n<p class="MsoNormal"><a href="https://www.pbisworld.com/tier-1/clear-consistent-predictable-consequences/">Clear,\nConsistent, and Predictable Consequences</a> - PBISworld.com<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"c01f1fee-49ed-4e22-8c31-770483689287",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:34:43.7120000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-22T16:48:46.8730000Z"}}},{Key:"B32",Title:"Develop consistent daily routine",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A consistent daily\nroutine should be established that takes into consideration the unique needs of\nthe student.&nbsp; As much as possible, teams should help the student to develop\na predictable daily routine.&nbsp; A daily routine should include a full day\nroutine (beginning to end) as well as smaller, predictable routines in each\nclass.</span><o:p></o:p></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Many different types of students could benefit\nfrom developing and knowing a consistent daily and classroom routine.&nbsp;\nRoutines help to establish patterns that are often necessary to support a\nstudent\u2019s behavior as well as learning.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A routine could help a student to focus on\nlearning instead of being concerned with the unknown of what might happen next\nin a classroom or during the day.&nbsp; Students who focus on changes or\ninconsistent routines will often become overwhelmed with this information,\ndevoting valuable attention and mental processes to these unknowns instead of\nlearning.&nbsp; Teachers who help to establish a known routine will provide\nstudents with a consistent learning environment.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A routine could help a student\u2019s\nbehavior.&nbsp; Students who are disorganized or easily distracted quickly fail\nin the absence of a consistent routine.&nbsp; By supporting a student in\nknowing their routine, they can feel safe, understand how classes/teachers operate\nas well as focus on learning.&nbsp; Procedures for when/how to submit assignments,\nbreak into groups, where homework assignments are written on the board, and\nother classroom management routines are beneficial to students who struggle\nwith various behavioral issues.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A 4th-grade student meets with his learning\nsupport teacher to establish a visual schedule of the regular events of the\nweek.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A cyber teacher works with a child\'s parent to establish a daily routine that includes both the teacher and parent\'s ability to view and add events to the child\'s digital calendar/agenda.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A middle school social studies teacher always\nends class two minutes before the bell.&nbsp; During this time she records the\nhomework assignment in the top right-hand corner of her board, she tells the\nstudents what the most significant learning point of the day was, and informs\nthe class what they will be doing the next day.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A kindergarten student receives a picture\nschedule that shows the major events of the day.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">A fifth-grade math teacher explains to her\nclass that classes always run the same way; Review yesterday and discuss\nhomework.&nbsp; Get ready to learn new things\n(prerequisite review) followed by new instruction.&nbsp; Hold a class discussion (or group work),\nallowing time for questions.&nbsp; Students\nhave individual time to work and ticket out the door.&nbsp;&nbsp;</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><o:p></o:p></p>',NeedsCategories:[{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}}],NeedsPriorities:[{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://www.skilledatlife.com/18-reasons-why-a-daily-routine-is-so-important/" style="">18\nReasons Why a Daily Routine Is So Important</a> \u2013 Skilled at Life<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.totalspectrumcare.com/why-routine-is-important-to-children-with-autism-spectrum-disorder/#:~:text=The%20child%20with%20ASD%20has,the%20child%20learn%20new%20things." style="">Why\nRoutine is Important to Children with Autism Spectrum Disorder</a> \u2013 Total Spectrum</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is confident",Description:"The student is sure of self and has no uncertainty of abilities.",__i:{guid:"e81dd1a1-a988-4df7-bce5-cb029cf3cfeb",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:51.357Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:57:52.495Z"}}},Priority:1},{Strength:{Name:"Is a self-starter",__i:{guid:"067cd497-bee3-4a07-9b7a-27a54f0a7872",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:03.688Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"a0f4cccd-c0c1-4f9a-bd2f-0407d07f1ef6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:35:32.1700000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-15T13:53:22.7800000Z"}}},{Key:"B35",Title:"Provide opportunities for purposeful movement",Description:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Opportunities for\npurposeful movement means that the teacher plans opportunities for a student to\nmove around during class.&nbsp; This movement can be part of instruction\n(changing learning methods, groups, etc.) or other ways (help pass out papers,\ndeliver an item to the office, etc.) but should be planned regularly to support\nthe students need to move.<span style="font-size:13.5pt;font-family:\n&quot;Segoe UI&quot;,sans-serif;mso-fareast-font-family:&quot;Times New Roman&quot;;color:#686868"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Research suggests that\nstudents need to be active to learn.&nbsp; This research suggests movement for\nall students.&nbsp; However, students who are overly active such as students\nwith ADHD, need additional opportunities to move.&nbsp; Opportunities for\npurposeful movement is an excellent accommodation for students that demonstrate\nbehaviors such as hyperactivity and lack engagement during\ninstruction.&nbsp;&nbsp;<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;\nmso-fareast-font-family:&quot;Times New Roman&quot;;color:#686868"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A third-grade teacher plans a change in position every ten minutes for her class.&nbsp; All students\nparticipate in a learning center rotation.</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A fifth-grade student completes a math assignment using a clipboard while they walk around the back of the classroom.</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school\nstudent is assigned the duty to pass out and collect papers to his classmates.</p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher tells her\nsecond-grade students to walk from their seats at the computer to another room\nin their house.&nbsp; While walking, they are\nto develop an addition number sentence&nbsp;</span>that explains how many steps\nit took to get to the room.&nbsp; She then\ngives an example while carrying her laptop.&nbsp;&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school student\nis seated off to the side of the class, so he can stand up when needed.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A second grader is\nassigned the task of \u201cclassroom helper\u201d.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A fifth-grade science\nteacher uses a classroom-wide practice where he instructs students to stand and\nstretch during the \u201cwait time\u201d for advanced questions he asks during\ninstruction.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Kinesthetic Learner",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:7},{Need:{Name:"Kinesthetic Learner",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://www.ascd.org/publications/books/104013/chapters/Movement-and-Learning.aspx">ASCD book:&nbsp;Teaching with the Brain in\nMind, 2nd Edition by Eric Jensen (Chapter 2)</a><o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.nytimes.com/2017/03/21/well/family/why-kids-shouldnt-sit-still-in-class.html">New York Times Article&nbsp;</a><o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.edutopia.org/blog/move-body-grow-brain-donna-wilson">Move Your Body, Grow Your Brain</a>&nbsp;By&nbsp;Donna Wilson<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is Cooperative",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Can keep track of obligations",__i:{guid:"c93c2fd6-a94d-4d42-a217-bf91c12c5dcf",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:53.003Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes to help others",__i:{guid:"44d4a379-94c8-4282-a571-c3f59c36d1b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:01.393Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"24f087b5-31c1-48e1-8540-9e02870c567e",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:36:22.2130000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-21T00:24:29.3680000Z"}}},{Key:"B36",Title:"Review rules, procedures, and expectations frequently",Description:'<p class="MsoNormal"><span style="line-height: 107%;">IEP team members should frequently (determine actual\nfrequency) review the rules and expectations for a student\u2019s behavior.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Anytime a student struggles\nwith controlling his behavior, it is advisable to regularly review the rules and\nexpectations.&nbsp; Teams need to remember that they need more support than a typical student if a student is struggling with behavior.&nbsp;\nFor this reason, a regular review of rules supports the student as they work to\ngain control of their behavior.</span><o:p></o:p></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A third-grader meets each morning with an instructional\naide to review the classroom rules.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Each of his teachers hands a middle school student a small slip of paper as he enters the room, reminding him of the classroom rules.&nbsp; The student then uses this\nslip to record the number of times he violates one of the rules.</span></p><p class="MsoNormal">The parents of a child with special needs review classroom rules with their child each night to provide reinforcement.&nbsp;&nbsp;</p><p class="MsoNormal">Weekly, before beginning a live lesson, a cyber teacher\nreviews her classroom procedures and expectations.<o:p></o:p></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Responsibility",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}}],NeedsPriorities:[{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  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Classroom<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Accepts responsibility for 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contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"8a1370ef-a7af-4729-8dc2-a777bcd0931b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:37:17.3060000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T12:58:32.2460000Z"}}},{Key:"B4",Title:"Use study carrel for times when student needs to focus",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A study carrel provides a quiet,\ndistraction free place for a student to work.&nbsp;&nbsp;<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A\nstudent who struggles with distractions should use a study carrel to complete\nassigned tasks.&nbsp; <o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n</p><p style="margin: 0in 0in 7.5pt;">This accommodation should be\ndiscussed with the parent and student as it could be viewed as an\nexclusion.&nbsp; All parties should issue approval and buy-in to accommodation.&nbsp; &nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A middle\nschool math teacher provides a study carrel in the back of his room for a\nstudent to begin working on his homework during the final ten minutes of class.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A first-grade student uses\na foldable cardboard divider during independent work.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">A high school student is\npermitted to work on his online class in a study carrel located in the library.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  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This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:1},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:5},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"ae7835ee-f552-41d1-8883-7862f2e45d28",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:17:50.0510000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T13:59:39.2390000Z"}}},{Key:"B40",Title:"Use proximity to help control misbehavior and/or support learning",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Proximity means that the teacher moves to\na location (often close to the student) to support his learning and behavior.&nbsp;&nbsp;<span style="font-size:13.5pt;\nfont-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">Frequently&nbsp;<a href="https://youtu.be/9KPihoCVnvE">proximity\ncontrol</a>&nbsp;is\nused to help a student that is showing signs of misbehavior to maintain\ncontrol.&nbsp; A student with behavior problems should always be working to\ncontrol his behavior versus having it controlled for him.&nbsp; Proximity helps\nthe student to remind himself of his behavior and keep it in check.&nbsp;\nThrough this method, the student is controlling his behavior with a small reminder\n(proximity) from the teacher, versus a behavior escalating to the place where\nthe teacher needs to control it with a reprimand or other consequence.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n</p><p style="margin: 0in 0in 7.5pt;">Additionally, proximity\ncontrol can be effectively used to support a student\u2019s learning.&nbsp; For\nexample, a student who is uncomfortable, shy, or otherwise unwilling to\nparticipate in class can benefit from proximity as it allows him to quietly get\nhis teacher\u2019s attention.&nbsp; By using proximity during instruction and\nindependent work, this student is more likely to ask questions and participate\nin class.&nbsp;&nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">An\nelementary science teacher circulates the classroom during the entire\nperiod.&nbsp; She pays close attention to one student in her class for\nindicators that he is getting off task and walks past him when she sees these\nbehavioral signs.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in"><u1:p></u1:p></p><p class="MsoNormal">During instruction, a cyber teacher privately chats with her\nstudent to guide his engagement during class. <span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A high school math\nteacher circulates his room during independent practice assignments; therefore,\nstudents can easily ask questions.<br></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">A kindergarten teacher walks\npast a student with ADHD regularly during instruction to remind him that he is\nto be paying attention to instruction and not playing in his desk.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Responsibility",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}}],NeedsPriorities:[{Need:{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Confidence",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Responsibility",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;">You Tube Video: </span><a href="https://youtu.be/9KPihoCVnvE"><span style="line-height: 107%;">Utilizing Proximity to Manage Classroom\nDiscipline and Behavior</span></a><span style="font-size:13.5pt;line-height:\n107%;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"31a1453a-7d44-42dd-877f-b1d79ea38daa",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:38:04.4730000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T14:23:37.8520000Z"}}},{Key:"B42",Title:"Student should use, and be supported in using, an organization method",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Students need to have an effective way of organization.&nbsp; Supporting the development of an organization\nmethod means that teachers take the time to teach, practice, and support the\nstudent\u2019s use of an organization system.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should recognize the potential consequences that\nresult from the lack of an organizational system.&nbsp;\nRecall the last time you forgot something.&nbsp; Likely you had a rough day or, at a minimum,\na rough hour or two.&nbsp; The feelings that\nresult from being disorganized (frustration, incompetence, being overwhelmed, etc.)\nare strong feelings that can quickly impact a child\u2019s day.&nbsp; Given the opportunity to persist, a lack of\norganization can affect the child\u2019s personality.&nbsp; Children can sometimes develop defense\nmechanisms such as lying and behavioral issues.&nbsp;\nAdditionally, being disorganized has a tremendous impact on a child\u2019s\nacademic achievement, confidence, and classroom engagement.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should consider the best method to teach and\nsupport.&nbsp; It is strongly recommended that\nteams should involve the student in this conversation.&nbsp; There are a tremendous number of organizational\npractices that teams may consider.&nbsp; The\nkey is to develop one that can and will, be effectively utilized by the\nstudent, parents, teachers, and all members of the child\u2019s team.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should recognize that the child needs to be taught\nhow to utilize the skill.&nbsp; For a disorganized\nstudent, this isn\u2019t a simple process.&nbsp;\nExpect that the student will need ongoing repetition and support to develop\nthe ability to utilize the system entirely.&nbsp;\nInitially, it will be necessary for each teacher to spend time\nsupporting the use of the system each time it is to be used.&nbsp; Teachers should plan to help the student use\nthe organization system regularly and not just expect that it is being done.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade student is provided with a three-ring\nbinder with a section for each class as well as an area for general school\npapers.&nbsp; Each section also includes a\npocket folder.&nbsp; His teachers are provided\nwith a three-hole punch, so they are able to prepare papers to be included in\nhis binder.&nbsp; Each week, on Friday, an\ninstructional aide works with the student to remove old papers that aren\u2019t needed.&nbsp; These papers move to the \u201ckeep at home\u201d folder\nin the back of the binder.&nbsp; Each teacher\nspends a few seconds with the student to support him in using the system when\nthey hand out papers for the binder.&nbsp; Every\nnight the student\u2019s parent spends a few minutes looking through the binder to\ndiscuss the items that were added during the day, help in completing items that\nare homework, and to address the papers that were sent home from the\nschool.&nbsp; As the student gets older, he\nwill take responsibility for punching the papers on his own as well as marking\npapers to be removed.&nbsp; &nbsp;&nbsp;<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student is provided with a folder system\nthat he uses to keep track of his papers from each class.&nbsp; Additionally, because the student likes to\ndraw, she is taught to draw an approved icon at the top of the paper that\nindicates the function and next action for the paper.&nbsp; For example, the student draws a house on top\nof her homework for the day.&nbsp; Then, when\nher homework is complete, beside the house, she draws a picture of two hands\nclapping to indicate that it is done.&nbsp;\nThis system of doodle icons is developed with her art teacher and shared\nwith all other members of her team to be used daily.&nbsp; Her teachers look for the doodles and support\nher by giving her time to complete the process.&nbsp;\nEach evening, her father spends a few minutes reviewing the folders with\nhis daughter looking for the smiley-face icon, which was added by her teachers\nto indicate that the paper is finished.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student is supported by the development of\na Google calendar and Google drive.&nbsp; All\nof his teachers and his parents are given shared access to these\nresources.&nbsp; Many teachers maintain a\nGoogle classroom; therefore, the student\u2019s teachers provide a digital copy of\nall classroom materials.&nbsp; In the instance\nwhere the student needs a digital copy of something that isn\u2019t already digital,\nthe student takes a photo with his cell phone and adds the photo to his\ndrive.&nbsp; When assignments are given, the\nstudent adds them to his calendar, and teachers verify that they were added by\neither checking with the student during class or confirming it later in the day\nby checking the calendar.&nbsp; If the teacher\nneeds to add an assignment to the calendar (because the student didn\u2019t do so),\nthe teacher indicates that the student failed to add it by placing their name\nin brackets after the assignment title.&nbsp;\nThe child\u2019s parents have access to a printer and scanner, which is used\nto print, complete and scan any homework assignment that needs to be completed\non paper.&nbsp; Additionally, the parents\nspend a few minutes each night reviewing the Google calendar with their son.</span></p><p class="MsoNormal">A cyber teacher works with a child\'s parent to establish a daily routine that includes both the teacher and parent\'s ability to view and add events to the child\'s digital calendar/agenda and digital could storage (Microsoft OneDrive or Google Drive) for all assignments and tasks.<br></p>',NeedsCategories:[{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}}],NeedsPriorities:[{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.theottoolbox.com/organization-tips-for-students-organize-kids-school-work/"><span style="line-height: 107%;">42\nWays to Help Messy Kids Organize Their Schoolwork \u2013 The OT Toolbox</span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.additudemag.com/helping-adhd-students-get-organized-for-school/"><span style="line-height: 107%;">The\nMessy Student\u2019s Guide to Order: ADHD Organizing Tips - ADDitude</span></a></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://www.ldonline.org/article/24228/">Organizational Skills for\nStudents with Learning Disabilities: The Digital Master Filing System</a> - LD\nOnline</span></p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.additudemag.com/helping-adhd-students-get-organized-for-school/">\n\n\n\n</a></span><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://teachwithouttears.com/how-to-use-google-to-organize-your-classroom/" style="">How\nto use Google to Organize Your Classroom</a> \u2013 Teach Without Tears</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"a2081fe8-73e4-46a4-bdf2-143dbbc9a3a5",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T18:53:48.6050000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-10-21T12:57:14.7070000Z"}}},{Key:"B45",Title:"Allow for sensory breaks",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A sensory break is an\nopportunity for the student to fill their need for calming and/or stimulating\nsensations that permit them to continue to focus and learn.&nbsp; Sensory\nbreaks may also allow the opportunity to escape negative senses that can become\noverwhelming.</span><o:p></o:p></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">Most\npeople take a break regularly and do so without people around them\nnoticing.&nbsp; For students who experience sensory processing challenges,\nbreaks may need to be more frequent or be different from the typical break.&nbsp; Individuals who work with a student who benefits from sensory breaks should\nrecognize their value as these breaks permit the student to maintain focus.&nbsp; In\ntheir absence, the student may become incapable of participating during\ninstruction and may act out negatively.&nbsp; These consequences to the lack\nof a break highlight their importance.<o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 7.5pt;">Teams should discuss the timing between breaks and how long\nbreaks should last as this varies from child to child.&nbsp; This information must be\nestablished and followed as planned.&nbsp; </p><p style="margin: 0in 0in 7.5pt;">It is important to reinforce that sensory breaks are not a reward.&nbsp; They should not be taken away as a punishment for misbehavior.&nbsp; Also, if a student does not want to look different than\nother classmates, they may not want to participate in a sensory break.&nbsp; A way\naround this would be to include the whole class in a sensory break of their\nchoice or allow the student to leave the room for their sensory break. </p><p style="margin: 0in 0in 7.5pt;">Many\nschools have \u201csensory rooms\u201d that can be made available if necessary.</p><p class="MsoNormal"><o:p></o:p></p><p style="margin: 0in 0in 7.5pt;"><font face="Helvetica, sans-serif"><span style="font-size: 10.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A fifth-grader\nis permitted to swing on a swing set after each class period.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A middle school student plays pitch-and-catch with an\ninstructional aide three times a day for fifteen minutes.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A high school student is permitted to listen to music in the back\nof the room during independent classwork times.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">A third-grader is permitted to sit quietly on a beanbag every 30\nminutes for a set amount of time. With the support of his parents, his IEP team\nis working to extend the 30 minutes between breaks by adding one minute each\nweek.</p><p style="margin: 0in 0in 7.5pt;">A kindergarten student has become overstimulated within his\nclassroom, needing a sensory break. His teacher allows the class to play with\nscented play-doh. This benefits the child by helping him get the input he\nneeds, and the scent also assists with relaxation to de-escalate the student.</p><p class="MsoNormal"><o:p></o:p></p>\n\n<p class="MsoNormal">A third-grade class is difficult to settle down, yelling and\nmoving excessively. The teacher provides them with selected animal walks for\ndeep input, as well as assisting with energy exertion. <o:p></o:p></p>\n\n<p class="MsoNormal">A fifth-grader is yawning in class and laying on his desk.\nThe teacher has the class line up against the wall and do 20 wall push-ups and\n20 jumping jacks, hoping to provide deep sensory input to increase focus and\nattention.&nbsp;<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;"><font face="Helvetica, sans-serif"><span style="font-size: 10.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://lemonlimeadventures.com/animal-walks-sensory-diet/">15 Animal\nWalks for Sensory Input</a> - Lemon Lime Adventures<o:p></o:p></p><p class="MsoNormal"><a href="https://www.stjosephsfoundation.ie/Portals/0/Overview%20of%20sensory%20breaks%20for%20home%20and%20school.pdf">Overview\nof Sensory Breaks for Home and School</a> \u2013 St. Josephs Foundation<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal"><a href="https://harkla.co/blogs/special-needs/sensory-breaks-classroom">How to\nMake Sensory Breaks Work in the Classroom</a> \u2013 Alescia Ford-Lanza - Harkla<o:p></o:p></p><p><a href="https://theinspiredtreehouse.com/10-calming-sensory-strategies-for-school/" target="_blank">10 Calming Sensory Strategies for the classroom</a>: Claire Heffron</p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.online-stopwatch.com/classroom-timers/" style="">Online Classroom\nVisual and Sensory Timers</a> </span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"38ce5c8d-f91c-432f-88ff-cef9efc2bf0a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:46:03.2870000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-02-02T14:16:21.2520000Z"}}},{Key:"B46",Title:"Allow for the use of appropriate fidget items",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student should be permitted to use approved and\nappropriate fidget items to support attention during class time.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Students with autism, anxiety, and other sensory\nimpairment disabilities can benefit from the use of fidget items that provide a\ncalming influence.&nbsp; Appropriately selected items can help fill sensory\nneeds that otherwise become overwhelming, causing the student to be unable to\nfocus on learning.&nbsp; By filling this sensory need with a fidget item,\nteachers can expect increased participation and attention.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A fidget item being a distraction is a common\nmisconception; therefore, it should be discussed and researched.&nbsp; As\nteachers, we tend to work from our vast knowledge and experiences, which\nsupports that most students are distracted by \u201cplaying\u201d with items.&nbsp;\nHowever, for students with certain disabilities, using an appropriate fidget\nitem fills a need.&nbsp; By overcoming this\nneed, it allows the student to focus on learning.&nbsp; &nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Students who need support paying attention\nwithout being able to remain still for extended periods, such as those students\nwith ADHD, can also benefit from the use of a fidget item.<o:p></o:p></p><p class="MsoNormal" style="margin-left:.25in"><span style="font-family:&quot;Segoe UI&quot;,sans-serif">Teams\nshould think of a variety of items when considering an appropriate fidget item.&nbsp; While \u201cfidget spinners\u201d are commonly used,\nthey are often not the right choice for many students.&nbsp; Teams should carefully select fidget items\nbased on a variety of factors including student need, distraction to class and\nstudent themself, function, and use.<o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">An elementary student who benefits from the\npressure of squeezing is permitted to hold a stress ball.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school student is permitted to hold and\nmanipulate silly putty in his hand during class.</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal"><o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student is permitted to doodle in his notebook when he feels the need to provide focus and alleviate frustration.&nbsp;&nbsp;</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A high school student carries a Koosh ball in\nthe pocket of his hoodie.&nbsp; When needed, he is permitted to manipulate the\nball inside his pocket.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://yourkidstable.com/fidgets-for-kids/"><span style="line-height: 107%;"></span></a></p><p class="MsoNormal"><a href="https://www.fingears.com/collections/fingears?sca_ref=3230110.XUbz2qE4ai" target="_blank">Fingears </a><span style="line-height: 107%;"><a href="https://www.fingears.com/collections/fingears?sca_ref=3230110.XUbz2qE4ai"></a>\n\u2013 $ - multisensory fidget designed to \u201c</span><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Turbocharge\nyour imagination, dexterity and wash away stress.</span>\u201d&nbsp;<span style="font-size:13.5pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;"><o:p></o:p></span></p><p class="MsoNormal"><a href="https://yourkidstable.com/fidgets-for-kids/"><span style="line-height: 107%;">The Quintessential Guide to Fidgets for Kids</span></a><span style="line-height: 107%;">: Alisha Grogan \u2013 Presents suggestions for how to\nselect a fidget item<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.pbs.org/newshour/education/fidget-toys-kids-brain-loves"><span style="line-height: 107%;">Fidget toys and why your kid\u2019s brain loves them</span></a><span style="line-height: 107%;">: Katherine Isbister; PBS</span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"a7674e75-e42c-4fbc-9305-526e2ce2bf4f",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:39:03.3820000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2023-02-01T14:57:24.0380000Z"}}},{Key:"B48",Title:"Avoid sensory triggers",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Sensory triggers are any stimulus taken in through one\nof the child\u2019s senses that causes a natural and strong response or feeling in\nthe child. &nbsp;Specific triggers should be\nidentified and clearly shared with all members of the child\u2019s instructional\nteam.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Any student who demonstrates a response from a\nsensory trigger will benefit from their team working to control exposure to the\ntrigger.&nbsp; Sensory triggers can often be difficult to identify, so teams\nshould collaborate to develop a complete understanding of the triggers that may\ncause issues for a student.&nbsp; Once identified, teams should work to control\nthem as much as possible, including their occurrence by other students around\nthe child.&nbsp; Avoid the common thought that the student will \u201cget over it\u201d\nif they are exposed to the trigger enough.&nbsp; This mentality is destructive\nand only causes additional harm.&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">It is also important to consider if this child\nmight benefit from a well-developed desensitization training and coping\nstrategies to help them learn to control their response.&nbsp; It is always a\ngood idea to support the student in learning to manage their own behavior as\nthis mindset supports independence and eliminates ableism.&nbsp;&nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A student and his parent have compiled a list of words that the student doesn\'t want to see.&nbsp; These words are added to a list in Google Blur It Out so the words aren\'t displayed when the student is using his device.</span></p><p class="MsoNormal"><span style="line-height: 107%;">Teachers and students around a child are taught to avoid\ntheir sensory trigger.&nbsp; Examples may\ninclude:<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="margin-left: 0.75in;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">A word or phrase<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0.75in;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Flashing lights or other visual stimuli<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0.75in;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">A touch of something or someone<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0.75in;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">A sound or background noise<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 0.75in;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">A scent<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoListParagraphCxSpLast" style="margin-left: 0.75in;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Etc.</span></p><p class="MsoListParagraphCxSpLast" style="margin-left: 0.75in;"><span style="line-height: 107%;"><br></span></p>',NeedsCategories:[{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  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Well\nworth the time to read!</span></p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/blur-it-out/aiocpnokjcmpelmlmekbjjblcompckhe?hl=en" style="">Google\nExtension \u2013 Blur It Out</a> \u2013 Automatically blurs out words that are added to a\nuser-specified list.&nbsp;</p><p class="MsoNormal"><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"17502978-284c-415e-a204-1c80cb1c30a5",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:40:18.6390000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-02-19T16:23:49.5080000Z"}}},{Key:"B5",Title:"Seat student close to teacher or positive role model",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Seating a student near the teacher or positive role model helps\nto keep the student near the support that\u2019s necessary to help the student\nlearn.<o:p></o:p></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">Learning\nis a social activity that involves a number of variables.&nbsp; For a variety\nof reasons, a student may benefit from being seated close to the teacher or a\npositive role model.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Some students may\nbenefit from this accommodation because of an attention or other behavioral\nneed.&nbsp; Students who are hyperactive or easily distracted benefit from\nbeing in a location that helps them to control this behavior.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Some students may benefit from this accommodation so they are\nclose to a learning resource.&nbsp; For example, if a student is shy or isn\u2019t\nwilling to ask questions in front of the class, it may be beneficial to seat\nthem near a peer that they are comfortable with to collaborate with.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student who has a visual or hearing impairment would also\nbenefit from seating near the teacher.<o:p></o:p></p>',Examples:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher sits a student with ADHD at the front of the class to\nassist the student from becoming distracted when his classmates do things such\nas get books from their bookbag or drop their pencil.&nbsp; (Note:&nbsp; Front\nrow seating is sometimes the opposite of what\u2019s best for ADHD\nstudents.&nbsp; All accommodations should be selected based on individual needs.)<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher sits a student that needs consistent help at the front\nof the room to create a quick opportunity for assistance.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">As part of a positive behavior support plan, a student is seated\nat the front of the class to support proximity control cues that are outlined\nin the plan.</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">During circle time, a Kindergarten teacher seats a student beside him on the rug.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">When working in groups, a middle school teacher seats a student\nwith ADHD in a group with positive role models.<o:p></o:p></p>',NeedsCategories:[{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Work Completion",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Difficulty Multitasking",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Visual Learner",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  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well with a partner",__i:{guid:"f1b4170f-e7f6-477e-85bc-c606d30a14f3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:06.828Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"1020c8bf-1a03-4b19-8a86-c140e28ea261",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:18:39.0410000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:34:11.1620000Z"}}},{Key:"B50",Title:"Be specific with praise and other commentary",Description:'<p class="MsoNormal"><span style="line-height: 107%;">When providing praise or other commentary to the\nstudent, staff should be as specific as possible with all forms of\ncommunication.&nbsp; The goal should be to\nmake communication easily understandable, leaving no ambiguity or opportunity\nfor misinterpretation.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teachers should consider using this accommodation when\na student struggles to respond appropriately to praise and other\ncommentary.&nbsp; Staff should assume that the student does not clearly\nunderstand the message instead of assuming that the student is being defiant or\nignoring commentary.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Praise is heavily used to shape behavior.&nbsp;\nHowever, when a student struggles to recognize praise or to connect it to their\nbehavior, it does little to reinforce recognized behavior.&nbsp; By being\nspecific, teachers and other staff are significantly increasing the likelihood\nthat the student will make the connection between their positive behavior and\nthe reward (praise) they have just received.&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teachers may wish to consider including a \u201cdo\nyou understand\u2026\u201d type statement with communication then expect that the student\nreturns with a confirmation of understanding.&nbsp; For example, a student\nraises his hand to speak in class instead of just blurting out an answer.&nbsp;\nThe teacher calls on the student then says, \u201cthank you for raising your hand,\nLiam.\u201d&nbsp; Following the interaction, the teacher gives a short assignment to\nthe class and then walks past Liam\u2019s desk and says, \u201cLiam, do you know how\nhappy that made me that you raised your hand?\u201d&nbsp; This interaction made it\nclear to the student that the behavior pleased his teacher.&nbsp;<o:p></o:p></p><p class="MsoNormal">\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Teachers and staff who work with students that\nstruggle to connect their behavior to their teacher\u2019s commentary (such as\ncriticism, negative behavioral consequences, and statements made to the class\nin general) must be constantly aware that their interactions are often not\nunderstood.&nbsp; By being as specific as possible and by addressing the\nstudent individually, students will be better able to understand and respond\nappropriately to the praise and commentary.&nbsp;&nbsp;<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A first-grade teacher restates her directions in\nclear and straightforward terms.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A middle school math teacher says, \u201cgood job\u201d to\nher student, then restates her message to say, \u201cI liked how you listed the\nspecific steps you took to solve the problem.\u201d<o:p></o:p></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">At the end of the period, a high school science\nteacher meets his student at the door and tells her, \u201cYou took excellent notes\ntoday, that will help you when you study for the test next week.&nbsp; Good\njob!\u201d</p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher provides specific\npraise to his student in a private chat message.</span><o:p></o:p></p>',NeedsCategories:[{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.edutopia.org/article/making-sure-your-praise-effective" target="_blank">Making Sure Your Praise is Effective</a><a href="https://www.edutopia.org/article/making-sure-your-praise-effective"><span style="line-height: 107%;"></span></a><span style="line-height: 107%;"> by Todd Finley&nbsp; Edutopia<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"5977daf1-0df8-433f-8c1b-96ee15e2bd0b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:41:17.1800000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:40:10.0380000Z"}}},{Key:"B51",Title:"Establish a strong match between verbal and nonverbal communication",Description:'<p><span style="line-height: 107%;">When verbal and nonverbal communication are sending the same message, it\nis often called \u201ccongruent communication\u201d.&nbsp;\nTeachers and others working with the student should carefully attend to\nthe fact that their nonverbal communication must be sending the same messages\nas their verbal communication. &nbsp;</span><br></p>',Considerations:'<p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Additional considerations:</p><ul><li style="margin-bottom: 7.5pt; line-height: normal;"><span style="text-indent: -0.25in;">&nbsp; *Verbal communication includes not only the words\nyou\u2019re saying, but also tone and volume.&nbsp;</span></li><li style="margin-bottom: 7.5pt; line-height: normal;"><span style="text-indent: -0.25in;">&nbsp; *Nonverbal communication includes facial\nexpressions, gestures, body movements, physical distance, and other elements.</span></li><li style="margin-bottom: 7.5pt; line-height: normal;"><span style="text-indent: -0.25in;">&nbsp; *Ideally, all elements of verbal and nonverbal\ncommunication should match perfectly.</span></li></ul><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">Students who struggle in social situations will\nfrequently key on and develop quick interpretations of nonverbal\ncommunication.&nbsp; This interpretation can often elicit strong responses from\nthe student which can appear to come out of nowhere as our unconscious mind is\nprogrammed to react quickly, and without thought, to nonverbal cues of\ndanger.&nbsp; These responses can result in inappropriate behaviors that impede\nlearning for the student and others as well.&nbsp; For this type of student, a\nteacher must establish an effective match with verbal and nonverbal communication.<o:p></o:p></p><p class="MsoNormal">\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom:7.5pt;line-height:normal">A variety of other students can also benefit\nfrom congruent conversation including visual learners, those who struggle with\nauditory processing, learners with hearing needs, as well as students who\ndemonstrate various behavioral needs.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school Art teacher videotapes her lessons to\ncritique the congruency of her communication.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An elementary reading teacher works with an\ninstructional aide in her classroom to evaluate any level of incongruent\ncommunication they may be sending to their students.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><o:p>A cyber teacher makes sure to turn on her webcam during instruction so her students can follow her verbal and nonverbal cues.&nbsp;&nbsp;<br></o:p></span></p><p class="MsoNormal">A high school Chemistry teacher targets congruent\ncommunication as his area of focus for an upcoming differentiated evaluation\nprocess.<br></p>',NeedsCategories:[{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Visual Learner",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Visual Learner",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://mindmaven.com/blog/congruent-communication/"><span style="line-height: 107%;">Eliminating Miscommunication Once and For All by\nMastering the Art of Congruent Communication</span></a><span style="line-height: 107%;"> by Patrick Ewers \u2013 An informative, yet informal blog article<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.skillsyouneed.com/ips/nonverbal-communication.html"><span style="line-height: 107%;">Nonverbal Communication</span></a><span style="line-height: 107%;"> as found at Skills You Need<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"16da42b1-ee25-409a-bd40-ad2a532e270a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:42:15.0830000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T13:17:42.3350000Z"}}},{Key:"B57",Title:"Support the maintenance of personal space",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Students should be taught to\nmaintain an appropriate amount of personal space between them and the people\naround them.&nbsp; A typical starting point\nfor maintaining appropriate personal space is four feet</span><span style="line-height: 107%;"> or roughly the distance established when both people extend their\narms toward one another.&nbsp; &nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams may wish to use this accommodation to support two types of students.&nbsp;\nFirst are those students who need personal space, or an increase in\npersonal area, to function, and secondly are those students who do not\ntypically maintain personal space around others.&nbsp; In both cases, responses, either from the\nstudent or those around them, can range from being uncomfortable to aggressive\nactions.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Maintenance of personal space is\nvital for social wellbeing.&nbsp; As theorized\nby </span><a href="https://www.simplypsychology.org/maslow.html"><span style="line-height: 107%;">Maslow</span></a><span style="line-height: 107%;">, students who\nstruggle socially will typically not reach their fullest potential\nacademically.&nbsp; Thus, encouraging\nappropriate social distance will support the student\u2019s ability to socialize,\nwhich can help the student academically.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary student sorts\ncards containing pictures of people talking into groups that show an\nappropriate amount versus an inappropriate amount of personal space.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">The team of adults working with\na middle school student (all adults who encounter the student daily) is working\ntogether to remind him of the \u201carm\u2019s length rule\u201d when he speaks with\nthem.&nbsp; If the student comes too close,\nthey remind him of the rule.&nbsp; If the\nstudent speaks with them at an appropriate distance, they commend him for doing\nso.&nbsp;</span><span style="font-size:12.0pt;line-height:107%;font-family:\n&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"> &nbsp;&nbsp;<o:p></o:p></span></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:5},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;">Boom Learning </span><a href="https://wow.boomlearning.com/deck/personal-space--social-skills-WvtKzgGhbY4xt5r3e"><span style="line-height: 107%;">Personal Space \u2013 Social Skills cards</span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Multiple personal space </span><a href="https://www.youtube.com/"><span style="line-height: 107%;">YouTube</span></a><span style="line-height: 107%;"> videos<o:p></o:p></span></p><p class="MsoNormal"><a href="https://sociallyskilledkids.com/personal-space/#:~:text=Personal%20Space%20is%20a%20very,helping%20them%20to%20stay%20safe."><span style="line-height: 107%;">Socially Skilled Kids</span></a><span style="line-height: 107%;"> \u2013\nArticle that also provides instructional strategies<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.thespruce.com/etiquette-rules-of-defining-personal-space-1216625"><span style="line-height: 107%;">Etiquette Rules of Defining Personal Space</span></a><span style="line-height: 107%;"> \u2013 the Spruce by Debby Mayne \u2013 addresses the different variables to\nmaintaining personal space<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"abe0edf5-b255-4c74-8056-f06e3e6f8336",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-09-22T19:21:08.2160000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-15T15:44:11.8240000Z"}}},{Key:"B58",Title:"Utilize a timer",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The use of\na timer is designed to support the student\u2019s ability to plan, monitor their\neffort, and prepare for transitions.</span><span style="font-size:12.0pt;\nline-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Timers can be used to support a child\u2019s\nability to stay on task, sustain effort, and complete unpreferred tasks.&nbsp; Setting a timer helps the child understand\nthat a given amount of work is expected in a given amount of time.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Timers are helpful to prepare a\nstudent for upcoming transitions.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Timers are an excellent way to\nsupport the child as they work to develop independence.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A parent sets a timer to provide\na sustained amount of effort on homework before earning a break.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A classroom teacher sets a timer\nto show students how long they have to work on a given assignment before\ntransitioning to the next activity.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher starts a digital timer on the screen marking the transition from one assignment to another.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A kindergarten teacher flips an\nhourglass to show students how long they are expected to work on an independent\nactivity quietly.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student sets a\ntimer on his phone to alert him two minutes before class concludes so that he\ncan mentally prepare for the transition to the next class.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:8},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNoSpacing"><a href="https://study.com/blog/using-timers-to-help-kids-with-adhd-finish-their-homework-and-chores.html">Using\nTimers to Help Kids with ADHD Finish Their Homework and Chores</a> \u2013 study.com<o:p></o:p></p><p>\n\n<span style="line-height: 107%;"><a href="https://www.friendshipcircle.org/blog/2013/01/28/the-benefits-of-using-a-visual-timers-for-children-with-special-needs/" style="">The\nBenefits of Using a Visual Timer for Children with Special Needs</a> \u2013\nFriendship Circle</span><br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"9c1e937d-e4d5-47d4-b1f8-a45575fe0c0f",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-03-24T18:20:58.5950000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-02T18:21:14.5940000Z"}}},{Key:"B59",Title:"Use a cue-based reminder system to support the student's ability to complete tasks",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Team members should support the student by implementing\na cue-based reminder system that is developed by the team.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Occasionally, organization systems that are put into\nplace by the school (assignment books, etc.) may fail to serve all\nstudents.&nbsp; Sometimes alternative or\nsupportive systems such as cue-based reminders need to be used in place of or\nin conjunction with these school-wide systems.&nbsp;\n<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">These systems work best when the cues are either limited\nto a single reminder and/or are unique to a given task.&nbsp; In other words, a specific signal should be\nused to remind the student of homework in math class, where a different cue\nshould be used to remind the student of the need to get a paper signed.&nbsp; Building this system typically works best if\na single reminder is taught and mastered before beginning a second and\nso-on.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">The goal of developing a cue-based reminder system is\nthat the student will be able to utilize it on their own.&nbsp; Systems should be designed with this\nempowerment goal in mind.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary student is taught to tie a ribbon to her\nbackpack to remember to get a paper signed to return to school.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A seventh-grade math teacher provides her student with a\nround wooden nickel with the word \u201cTUIT\u201d written on it.&nbsp; The student then places this token in his\npocket as a reminder to check his assignment book for homework.&nbsp; The token isn\u2019t removed from his pocket until\nhe completes the assignment.&nbsp; &nbsp;<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student utilizes an App on his phone to\ncreate simple reminders of tasks that he needs to complete.&nbsp; He takes a photo of the task as the cue then\nadds a time for a reminder to sound.&nbsp;</span></p><p class="MsoNormal">A cyber teacher includes links and embedded comments in the assignments he creates.&nbsp; These links and comments are designed to provide cues to support his students as they work independently.</p>',NeedsCategories:[{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}}],NeedsPriorities:[{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:5},{Need:{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://play.google.com/store/apps/details?id=at.alysis.rap&amp;hl=en_US"><span style="line-height: 107%;">RePic\nPicture Reminder</span></a><span style="line-height: 107%;"> \u2013 Android App <o:p></o:p></span></p><p class="MsoNormal"><a href="https://apps.apple.com/us/app/cuecard-visual-to-do-list-tasks-reminders/id1068980238"><span style="line-height: 107%;">Cuecard\n\u2013 Visual To-Do Lists, Tasks and Reminders</span></a><span style="line-height: 107%;"> \u2013 IOS App<o:p></o:p></span></p><p>\n\n\n\n<span style="line-height: 107%;"><a href="https://scholar.harvard.edu/files/todd_rogers/files/empirical_published.rogers_milkman.pdf"><span style="line-height: 107%;">Reminders\nThrough Association</span></a></span><span style="line-height: 107%;"> - Harvard University study for Association for\nPsychological Science</span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://support.google.com/docs/answer/65129?co=GENIE.Platform%3DDesktop&amp;hl=en">Use\ncomments and action items in Google Docs</a> \u2013 Google Support</span><o:p></o:p></p><p><span style="line-height: 107%;"></span><br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"dbff4eae-538d-4492-a43f-94952dcd808b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T19:00:48.4190000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T14:11:19.6830000Z"}}},{Key:"B6",Title:"Seat student to reduce distractions",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Some students require a reduction in distractions and\nstimuli during teacher-led classroom instruction.&nbsp; The location of this seat depends on the classroom\nand the changing learning environment.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Depending on the learning environment always consider\nthe place(s) in the classroom that will minimize distractions for the student.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A student is seated in the front of the classroom during\nteacher led instruction. <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A student is seated with his back to the rest of the\nclass while working in a small group.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Visual Processing",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Short-Term Memory Deficit",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Time to Complete Tasks",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Difficulty Multitasking",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Visual Learner",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Visual Processing",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:7},{Need:{Name:"Working Memory Deficits",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:7},{Need:{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Sensory Processing",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:7},{Need:{Name:"Time to Complete Tasks",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Difficulty Multitasking",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Visual Learner",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates 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independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"21c12557-9a07-4e96-a7bd-b0c8c3d40e3c",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:19:20.2040000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:41:06.5860000Z"}}},{Key:"B62",Title:"Permit the use of headphones/earplugs",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student is permitted to wear headphones or earplugs\nto block noise during times where the student doesn\u2019t need to be listening to\ninstruction.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This accommodation should be used when a student can benefit\nfrom having background noise blocked.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary school student is permitted to wear noise-blocking\nheadphones during independent reading time.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student is permitted to wear small\nearplugs during tests, quizzes, and independent practice times.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn 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It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  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This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:7},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"5e6226ed-d512-4798-aaaa-f1376212b2cc",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T19:12:11.0320000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:40:16.8510000Z"}}},{Key:"B64",Title:"Be aware of anticipated effects/side-effects of medications",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers should remain mindful of the anticipated effects\nof the medications the student is taking.&nbsp;\nAdditionally, they should be aware of all related side-effects that may\nalso occur.&nbsp; Teachers should watch to see\nthat the anticipated effect appears to be happening while the student is in\ntheir classroom.&nbsp; Abnormalities should be\nreported.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Anytime a student is taking medications and is unable to\nmonitor the effects and side-effects on their own.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">All teachers of a first-grade student are informed of\nthe anticipated effects and possible side-effects of a student\u2019s medication.&nbsp; They are asked to notify the nurse if the expected\neffect doesn\u2019t appear to happen.&nbsp; They\nare also requested to inform the nurse if they see any anticipated\nside-effects.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',NeedsCategories:[{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10}],RelatedLinks:'<p>Always speak with your school nurse about medications</p><p class="MsoNormal"><a href="https://dailymed.nlm.nih.gov/dailymed/">DailyMed</a>\n\u2013 US National Library of Medicine &nbsp;</p><p class="MsoNormal"><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"f7e21d9a-6472-4063-a7c4-033baaf25305",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T19:14:35.6160000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T16:40:01.2630000Z"}}},{Key:"B7",Title:"Keep workspace clear of unrelated materials and clutter",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The only items that should be present with the student are those\nthat are currently relevant for instruction. &nbsp;Additional items should only\nbe on the student\u2019s desk when they are necessary for activities or learning.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Anytime a student can be\ndistracted or overwhelmed by additional items, these items should be\nremoved.&nbsp; Anything that appears to be distracting to the student should be\nconsidered for removal, if possible.</span><o:p></o:p></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A laptop computer is only on the student\u2019s desk when they are\ndoing activities that require its use.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student is taking\nnotes; therefore, the only items on the desk are a notebook and pencil.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student is solving\nmath problems from a textbook.&nbsp; His\nteacher photocopies the assigned page removing distractions and the opposite\npage.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n\n\n<span style="line-height: 107%;">A teacher gives only one section of a test at a\ntime to provide focus on each section.</span></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><br></p>',NeedsCategories:[{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}}],NeedsPriorities:[{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:5},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="http://www.autismadventures.com/clean-classroom-workspace-behavior-basics/">Clean\nClassroom Workspace: Behavior Basics</a> \u2013 Autism Adventures&nbsp;<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"b65a0e22-142a-4ef4-9d2d-518b3fee2017",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:19:29.0760000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T14:31:33.8450000Z"}}},{Key:"B8",Title:"Maintain adequate space between desks",Description:'<p><span style="line-height: 107%;">A student\u2019s desk is an adequate distance from others to support his own\npersonal space.&nbsp;&nbsp;</span><br></p>',Considerations:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who struggle with interpersonal\nskills, as well as various behavioral issues, can benefit from providing personal\nspace in a classroom.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">An\nelementary teacher places one student in the side row so that he can move his\ndesk a little farther from his peers to support his need to reduce distractions.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n</p><p style="margin: 0in 0in 7.5pt;">A middle school teacher, who\nhas his classroom organized in \u201cclusters\u201d of desks, places one of his students\non the edge of the classroom.&nbsp; This organization\npermits his student to move her desk away from her peers during instruction, which\nassists her ability to pay attention to instruction.&nbsp; The student can then\neasily move back into the group during sharing times.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Difficulty Multitasking",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}}],NeedsPriorities:[{Need:{Name:"Auditory Processing",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Attending to Instruction",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:5},{Need:{Name:"Difficulty Multitasking",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Thinks through decisions or choices",__i:{guid:"8568e752-e33b-4655-a979-6eaecf0e0fc1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:55.301Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"0e7b10c8-f304-4d3b-a49f-3dbf5f84786c",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:21:56.7950000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-25T17:34:07.6400000Z"}}},{Key:"B81",Title:"Provide support to reduce heavy writing implement pressure",Description:'<p><span style="font-size:11.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:\nCalibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;\nmso-bidi-font-family:&quot;Times New Roman&quot;;mso-bidi-theme-font:minor-bidi;\nmso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">A\nstudent may present heavy pressure using a pencil or a crayon, often breaking\nthe pencil lead or making it hard to erase. This can create very over\nstimulating and illegible work. Modifications within the classroom can be\nutilized to increase legibility and increase student\u2019s awareness.&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal">A student may demonstrate very heavy pencil pressure on\nhomework assignments and classwork. If this is an issue, a simple accommodation\nwould be to alter the child\u2019s writing implement or writing surface. At times,\nif the writing implement or surface can be adjusted, the student\u2019s printing may\nbecome more legible. &nbsp;Sometimes there may\nbe a rip in the paper from printing or erasing forcefully. Another sign this\nmay be beneficial is when the student has erased, but the old writing/work\nremains or there are indentations from where the student pressed down to print.\nAt times, this modification may not be appropriate for a student who becomes\nfrustrated quickly, does not adjust well to change, and does not like looking\ndifferent from other classmates.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A kindergarten child colors very hard on classwork for color\nidentification charts. To decrease the pressure, the teacher can place a mouse\npad or foam pad under the paper to provide the child with appropriate feedback\nto apply less pressure and present more organized work. <o:p></o:p></p><p class="MsoNormal">A third-grade student pushes very hard while writing a\nnarrative at his/her desk. A slanted workspace may benefit the student by\nelevating the work area and decreasing the pressure from the student\u2019s upper\nbody to the paper, demonstrating a lighter pencil pressure. <o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal">A high school student applies significant pressure through\nthe pencil while printing or graphing, oftentimes making work illegible\nbecause it is too difficult to erase. A mechanical pencil may be used to\nprovide the needed input to the child on how much pressure should be applied.&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:"",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-11T18:45:26.365Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}}],NeedsPriorities:[{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:5},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},Priority:1},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:5},{Need:{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:"",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-11T18:45:26.365Z"}}},Priority:5},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.theottoolbox.com/pressing-too-hard-when-writing-tips/">Pencil\nPressure When Writing</a> - The OT Toolbox by Colleen Beck</span><o:p></o:p></p><p class="MsoNormal"><a href="https://www.amazon.com/INNER-ACTIVE-Handwriting-Legibility-Positioning-Endurance/dp/B078999Q8L/ref=pd_bxgy_img_3/143-4838781-0156208?_encoding=UTF8&amp;pd_rd_i=B078999Q8L&amp;pd_rd_r=df8aa06c-08a6-4cfe-a4c9-1bbc9d5f360b&amp;pd_rd_w=qfRbi&amp;pd_rd_wg=zNy9M&amp;pf_rd_p=fd3ebcd0-c1a2-44cf-aba2-bbf4810b3732&amp;pf_rd_r=PZWK52Y5WV4B4G3SBZYN&amp;psc=1&amp;refRID=PZWK52Y5WV4B4G3SBZYN">Slant\nBoard</a> by Inter-Active \u2013 Amazon <o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal">Video \u2013 <a href="https://www.youtube.com/watch?v=ujm1W6ZigU8">DIY Slanted Board Writing Surface</a>\n\u2013 The OT Toolbox &nbsp; &nbsp; &nbsp; &nbsp;<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands-on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"5c0112f4-1297-43cf-a94c-619a01f08588",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T19:20:49.4170000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-11T19:34:02.2670000Z"}}},{Key:"B82",Title:"Provide support to increase writing implement pressure",Description:'<p><span style="font-size:11.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:\nCalibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;\nmso-bidi-font-family:&quot;Times New Roman&quot;;mso-bidi-theme-font:minor-bidi;\nmso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">A\nstudent may present with light pressure using a pencil or a crayon, often\ndemonstrating light printing that is difficult to see. This can create\ndifficulties for the teacher to read and the child to achieve an appropriate\ngrade. Accommodations within the classroom can be utilized to increase\nlegibility and increase student\u2019s awareness.&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal">A student may demonstrate light pencil pressure on homework\nassignments and classwork. If this is an issue, a simple accommodation would be\nto alter the child\u2019s writing implement or writing surface. At times, if the\nwriting implement or surface can be adjusted, the student\u2019s printing may become\nmore legible. &nbsp;Printing presents as light\npencil pressure to read. Sometimes erasing may be difficult for the student as\nwell if upper body strength is limited. Students who may not benefit from these\nmodifications are students who become easily frustrated or do not want to be\nrecognized as different from classmates by using different pencils, writing\nsurfaces, etcetera.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A middle school child writes so light that the pencil markings\nare difficult to read. A few simple weights (such as washers from the hardware\nstore) around the pencil may assist the student to print harder, making work\nmore legible. <o:p></o:p></p><p class="MsoNormal">An elementary student is demonstrating light pencil pressure\ndue to decreased upper body strength. Standing during printing and coloring tasks\nmay improve pressure of the writing implement. <o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal">A pencil grip for the student may provide more support for a\nsmaller or weak hand to grasp the pencil with more strength, which then would\nincrease pencil/crayon pressure.&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:"",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-11T18:45:26.365Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}}],NeedsPriorities:[{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:5},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},Priority:1},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:3},{Need:{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:"",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-11T18:45:26.365Z"}}},Priority:5},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.theottoolbox.com/pressing-too-hard-when-writing-tips/">Pencil\nPressure When Writing</a> - The OT Toolbox by Colleen Beck</span><o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.thepencilgrip.com/collections/pencil-grips-1?gclid=Cj0KCQjw--GFBhDeARIsACH_kdaBTzKtPqFrusZYTeWkb3uPPNgJSQPE-F-CdP4P06QqcoJJtHgWsKUaAiIUEALw_wcB">Pencil\nGrips</a> - The Pencil Grip&nbsp;<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys 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activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"8516a0cb-f2fb-4174-8f9f-7e55f317f102",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T19:27:57.2670000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-11T19:33:06.4260000Z"}}},{Key:"B84",Title:"Permit for the use of a pen/pencil topper",Description:'<p class="MsoNormal">At times, a student will demonstrate biting a pencil to\nassist with attention and participation in class. The student is not biting the\npencil or pen for the taste, but for sensory input. Biting a pencil or a pen\ncan assist with focus and attention. This can be adapted so that it is less\nnoticeable and does not ruin the writing implement, increase risk of illness\nand damage teeth.<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who may become embarrassed by looking different\nwould not benefit from this adaptation. However, it is a minimal adaptation and\nmay not even be noticeable by classmates. Students who have a lower cognitive\nlevel also may not benefit as they may remove the topper as it could be a\nchoking hazard.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A first-grade student does very well in class. She enjoys\nbiting her pencils and has been through several pencils a week. She indents the\npencil by biting down but also bites the erasers off. Her teacher puts a\npencil topper on her pencil which gives her the input she needs and decreases\nthe need for so many pencils weekly. <o:p></o:p></p><p>\n\n</p><p class="MsoNormal">A ninth-grader is to take notes with his pen; however he is\nconstantly biting his pen so much he breaks through the plastic, causing an ink\nmess in class. The teacher decides to provide the student with a pen, and a pen\ntopper. He can perform his work just as well, without biting through the pen.&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:2},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:1},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:8},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:1},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.arktherapeutic.com/pencil-topper-chews/?gclid=Cj0KCQjww4OMBhCUARIsAILndv4hdq0k9J-W9tSxUV9cPMzEFv2SqPK-m6uzrDDLhWRLNeFBpMMJjm4aAsCPEALw_wcB" target="_blank">Pencil Topper Chews </a><a href="https://www.arktherapeutic.com/pencil-topper-chews/?gclid=Cj0KCQjww4OMBhCUARIsAILndv4hdq0k9J-W9tSxUV9cPMzEFv2SqPK-m6uzrDDLhWRLNeFBpMMJjm4aAsCPEALw_wcB"></a> \u2013 Product \u2013 ARK Therapeutic <o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.additudemag.com/help-for-adhd-children-with-an-oral-fixation/" target="_blank">Help for Children with ADHD Who Have an Oral Fixation</a><a href="https://www.additudemag.com/help-for-adhd-children-with-an-oral-fixation/"></a> \u2013 Kay Marner - ADDitude<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is confident",Description:"The student is sure of self and has no uncertainty of abilities.",__i:{guid:"e81dd1a1-a988-4df7-bce5-cb029cf3cfeb",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:51.357Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:57:52.495Z"}}},Priority:2},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"5d767870-a6cc-4464-adc9-38c44561f35d",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-11-29T19:52:21.0070000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-29T19:52:35.6660000Z"}}},{Key:"B85",Title:"Provide a lozenge/mint/gum/lollipop to assist with focus",Description:'<p><span style="font-size:11.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:\nCalibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;\nmso-bidi-font-family:&quot;Times New Roman&quot;;mso-bidi-theme-font:minor-bidi;\nmso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">At\ntimes, a child may need other input to assist with focusing on the task\nprovided. A lozenge, gum, mint, or lollipop may assist the child with focus,\ncorrelating with research that demonstrates that oral sensory assists with\nfocus.</span><br></p>',Considerations:'<p><span style="font-size:11.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:\nCalibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;\nmso-bidi-font-family:&quot;Times New Roman&quot;;mso-bidi-theme-font:minor-bidi;\nmso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">Some\nchildren may present with a difficult time paying attention if it is a tiring\ntime of day for them.&nbsp; They also may be\nyawning a lot, demonstrating an increased challenge to focus on the provided\ntask. Providing gum (or another item) will stimulate the brain.&nbsp;</span><br></p>',Examples:'<p class="MsoNormal">A third-grader is demonstrating difficulty focusing on his\ntest.&nbsp; The teacher provided the student\nwith chewing gum, after getting parent\'s permission. The student\u2019s focus had\nimproved, completing the test in a timely manner. <o:p></o:p></p><p class="MsoNormal"><o:p>&nbsp;</o:p>A sophomore in high school is demonstrating issues with\nfocusing during exams. The child\'s teacher provided the student with gum to help complete an assessment.&nbsp; The student usually averages 75-80% on tests.&nbsp; The student demonstrated performance at 89% with the use of the accommodation.&nbsp;</p><p class="MsoNormal"><o:p></o:p></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:8},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:3},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 0in; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.sciencedaily.com/releases/2013/03/130308093933.htm" target="_blank" style="">Chewing gum helps you concentrate for longer, study suggests </a><a href="https://www.sciencedaily.com/releases/2013/03/130308093933.htm" target="_blank"></a><a href="https://www.sciencedaily.com/releases/2013/03/130308093933.htm"></a> \u2013 Science Daily \u2013 British\nPsychological Society<o:p></o:p></p><p class="MsoNormal"><a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4449949/" target="_blank" style="background-color: rgb(255, 255, 255);">Chewing Gum: Cognitive Performance, Mood, Well-Being, and Associated Physiology</a> \u2013 Andrew\nAllen and Andrew Smith \u2013 US National Library of Medicine-National Instituted of\nHealth<br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:2},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"a2490510-cf2c-4095-a465-984fe7f38ef5",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-11-29T20:15:27.0820000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-29T20:20:58.8710000Z"}}},{Key:"B9",Title:"Check and/or reinforce student for recording assignments and due dates",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An adult or peer should\ncheck to make sure that the student has wholly and appropriately recorded his\nassignments in an assignment book, digital calendar, or another method of\nkeeping track of upcoming deadlines.</span><o:p></o:p></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students fail to record upcoming assignments for a variety of\nreasons. &nbsp;When this failure causes a student\u2019s grade to suffer, then steps\nshould be taken to help avoid failure. &nbsp;Far too often, adults tend to\nblame the student\u2019s inattention as the cause of this problem. Other potential issues\ninclude a lack of executive function, memory issues, poor habits, distractions,\nand even engagement in learning. &nbsp;<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n</p><p style="margin: 0in 0in 17pt;">Additionally, failure to\nwrite down assignments often leads to conflicts at home and the following day,\nwhich frequently results in a student developing poor self-image and hating\nschool.&nbsp;<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;\ncolor:#686868">&nbsp;</span><span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A teacher requires an "exit ticket" of students to\nshow their assignment book before leaving the classroom.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><u1:p>A cyber teacher checks her student\'s interactive schedule to verify that he has recorded assignments and due dates.</u1:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A teacher maintains a\nclass dojo to provide access to assignment announcements for students at home.<br></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher keeps online\nlesson plans with links to downloadable worksheets for students to access at\nhome.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher assigns a\npeer to check on a classmate\'s assignment book.<u1:p></u1:p><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n\n\n\n\n\n\n</p><p style="margin: 0in 0in 17pt;">A teacher gives two minutes\nat the end of class for students to record their assignments into a Google\ncalendar.<span style="font-size: 10.5pt; font-family: Helvetica, sans-serif;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10}],RelatedLinks:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.classdojo.com/">Classdojo</a><o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.google.com/calendar">Google calendar/classroom</a></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;color:#686868"><o:p></o:p></span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.allkindsofminds.org/managing-time-and-effort-meeting-deadlines-and-keeping-schedules-impact-of-temporal-sequencing-ordering">Meeting\nDeadlines and Keeping Schedules: Impact of Temporal-Sequencing Ordering</a> \u2013\nAll Kinds of Minds</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Responds well to praise",__i:{guid:"ff8d01ae-1e98-4aec-a9f2-f3bf0f41b967",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:13.966Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"ce4824de-bc4a-494c-9b23-6c20a5ee2e9a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-17T20:22:47.5850000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T13:39:10.4060000Z"}}},{Key:"B94",Title:"Assign a partner to assist and model desired behaviors and tasks",Description:"<p>When a student struggles to independently complete classroom activities, assignments, or other tasks the student should be supported by a willing peer who can serve as a model and partner.</p>",Considerations:"<p>Teams should carefully consider both students' ability to work with others.&nbsp; The child in need of support should be excited and willing to openly work with a peer.&nbsp; Likewise, the partner/model child should not only be a good role model but should also be very willing to assist.&nbsp;&nbsp;</p><p>Teams should discuss the type of tasks for which the assistance is to be provided.&nbsp; Teams may discuss simple tasks such as recording homework in an assignment book and initiating assignments through more complex items such as completing classroom assignments.&nbsp;&nbsp;</p><p>Teams should hold open conversations with all members of the arrangement including all children, their parents, and others involved.&nbsp;&nbsp;</p><p>This accommodation can work well for children of all ages but has worked exceptionally well for middle and high school students who enjoy the social aspects of working with peers.&nbsp;&nbsp;</p>",Examples:"",NeedsCategories:[{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}}],NeedsPriorities:[{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},Priority:10}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:null,__i:{guid:"3bd191d9-9062-4013-8e6a-c9b2540ba42b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-01-05T21:07:57.1480000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-05T21:07:58.3970000Z"}}},{Key:"B95",Title:"Use a fidget to increase focus by decreasing chair distractions",Description:'<p><span style="line-height: 107%;">Students\nwho swing their feet at their desk are often bored or craving sensory input\nwhile in class. Children may also be seen rocking on the legs of the chair\n(these are often our students who fall backward in chairs), moving around and\na general inability to sit still. Fidgets are anything that can be provided to\nthe student as a sensory tool to decrease the distraction of classmates and\nincrease the stimulation and focus of the particular student. There are ways to\naddress these issues in children to increase their focus, while providing the\nstimulation they need with minimal distraction.&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal">Students who may not do well with this accommodation would\nbe those who do not want to look different than other classmates. Also, at times\nit may become more of a distraction than an assistive device. Therefore,\nobservation in the classroom of the student\u2019s performance is necessary to\nremove this modification if it is not beneficial to the child.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A second-grade student enjoys swinging his legs while\nperforming classwork. Although this is beneficial sensory input for the\nstudent, surrounding classmates are frustrated with the sound when he kicks his\ndesk continuously. A theraband, or a bouncyband can be placed across the front\ndesk legs, causing a tight rubberband effect and providing the student with the input he needs, but also quieting the action by stopping the student from\nkicking loudly.<o:p></o:p></p><p>\n\n</p><p class="MsoNormal">A sixth grader thoroughly enjoys rocking his chair back and\nforth while performing his math work. He often falls backward out of his chair\nin class. To decrease class distraction and injury, sponges or cushions can be\nplaced under the chair legs to provide input, but also decrease distracting\nothers.<o:p></o:p></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">How Sensory Processing Issues Affect Kids in\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Child\nMind Institute<o:p></o:p></p><p class="MsoNormal"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">5 Ways to Support Students with Sensory\nProcessing Disorders:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Teach\nThought Staff<u1:p></u1:p><o:p></o:p></p><p class="MsoNormal"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">Problem Behavior\nIn The Classroom: Dealing with Children And Sensory Processing Disorders At\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nSensory-processing-disorder.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-sensory-processing-issues"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">A Day in the Life of a Child With Sensory Processing Issues</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\u2013 Understood.org</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-sensory-processing-issues" style="background-color: rgb(255, 255, 255);">Understanding\nSensory Processing Issues</a> \u2013 Understood.org</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:53:05.89Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},Priority:2},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">How Sensory Processing Issues Affect Kids in\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Child\nMind Institute<o:p></o:p></p><p class="MsoNormal"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">5 Ways to Support Students with Sensory\nProcessing Disorders:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Teach\nThought Staff<u1:p></u1:p><o:p></o:p></p><p class="MsoNormal"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">Problem Behavior\nIn The Classroom: Dealing with Children And Sensory Processing Disorders At\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nSensory-processing-disorder.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-sensory-processing-issues"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">A Day in the Life of a Child With Sensory Processing Issues</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\u2013 Understood.org</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-sensory-processing-issues" style="background-color: rgb(255, 255, 255);">Understanding\nSensory Processing Issues</a> \u2013 Understood.org</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:53:05.89Z"}}},Priority:8},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://bouncyband.com/">Bouncyband</a> \u2013 Active learning\ntools to focus energy<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.pacer.org/cmh/learning-center/parenting/support-adhd/fidget-toys.asp">How\n\u201cFidget Toys\u201d Are Helping Kids with ADHD</a><span class="MsoHyperlink"> - &nbsp;Children\u2019s Mental Health and Emotional\nof Behavioral Disorders Project \u2013 PACER.org</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Enjoys hands-on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"786f2ca1-0ff4-48c4-9422-f6e67f1a2c1e",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-02-02T13:58:30.1050000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-02-02T14:07:59.5310000Z"}}},{Key:"B96",Title:"Permit opportunity for student to stand in the back of class",Description:'<p class="MsoNormal">A student may crave larger movement during class to\nfocus.&nbsp; An accommodation that can be made\nwould be to place the student in the back of the classroom so they can stand\nwhen desired or allow the student to stand in the back using a standing desk.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">A student who may not prefer to look different from peers\nmay not be interested in this modification. To blend in, the teacher could\nutilize group rotation by allowing one group to stand in the back, and another\nseated for ten minutes. Then, rotate the groups.&nbsp; This would accommodate the student but\ndisguise the accommodation for the specific child. This would also be\nbeneficial for the whole class for sensory input.&nbsp; <o:p></o:p></p><p>\n\n</p><p class="MsoNormal">Using this accommodation would also be beneficial for a\nstudent who is becoming very frustrated with tasks in the classroom, craving a\nbreak or change in environment.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A first-grade student is demonstrating the inability to\nfocus on spelling words while being seated. The student was unable to get past\nthe second letter without losing focus. The teacher moved the student to the\nback of the class to stand while practicing spelling words and allowing the student\nto jump each time a letter was spoken. A significant improvement was noted with\nthe student, demonstrating perfect ability to recite words and an improved mood\nof the student. <o:p></o:p></p><p>\n\n</p><p class="MsoNormal">A seventh-grade student is demonstrating difficulty\nremaining seated in his class for math. He continues to stand up and change\npositions constantly. The teacher replaced the back row of the classroom with 5\nstanding desks, rotating the students in groups for an allotted amount of time\nto fulfill the specific student\u2019s need, as well as disguising the student\'s\nidentity who needed the sensory input.&nbsp;&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">How Sensory Processing Issues Affect Kids in\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Child\nMind Institute<o:p></o:p></p><p class="MsoNormal"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">5 Ways to Support Students with Sensory\nProcessing Disorders:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Teach\nThought Staff<u1:p></u1:p><o:p></o:p></p><p class="MsoNormal"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">Problem Behavior\nIn The Classroom: Dealing with Children And Sensory Processing Disorders At\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nSensory-processing-disorder.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-sensory-processing-issues"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">A Day in the Life of a Child With Sensory Processing Issues</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\u2013 Understood.org</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-sensory-processing-issues" style="background-color: rgb(255, 255, 255);">Understanding\nSensory Processing Issues</a> \u2013 Understood.org</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:53:05.89Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:1},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:3},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">How Sensory Processing Issues Affect Kids in\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Child\nMind Institute<o:p></o:p></p><p class="MsoNormal"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">5 Ways to Support Students with Sensory\nProcessing Disorders:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Teach\nThought Staff<u1:p></u1:p><o:p></o:p></p><p class="MsoNormal"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">Problem Behavior\nIn The Classroom: Dealing with Children And Sensory Processing Disorders At\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nSensory-processing-disorder.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-sensory-processing-issues"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">A Day in the Life of a Child With Sensory Processing Issues</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\u2013 Understood.org</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-sensory-processing-issues" style="background-color: rgb(255, 255, 255);">Understanding\nSensory Processing Issues</a> \u2013 Understood.org</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:53:05.89Z"}}},Priority:8},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.kqed.org/mindshift/38120/how-standing-desks-can-help-students-focus-in-the-classroom">How\nStanding Desks Can Help Students Focus in the Classroom</a> \u2013 KQED.org<o:p></o:p></p><p class="MsoNormal"><a href="https://www.startstanding.org/sitting-vs-standing-for-children/">Benefits\nof Sitting Vs. Standing For Children</a> \u2013 startstanding.org<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal"><a href="https://www.amazon.com/Standing-Converter-Adjustable-Workstation-Ergonomic/dp/B09C64WSYT/ref=asc_df_B09C64WSYT/?tag=hyprod-20&amp;linkCode=df0&amp;hvadid=532660485038&amp;hvpos=&amp;hvnetw=g&amp;hvrand=12971003171951508285&amp;hvpone=&amp;hvptwo=&amp;hvqmt=&amp;hvdev=c&amp;hvdvcmdl=&amp;hvlocint=&amp;hvlocphy=9006083&amp;hvtargid=pla-1434710220443&amp;psc=1">Standing\nDesk Converter</a> \u2013 Amazon.com<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:3},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands-on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"2b8a2d78-acb9-472a-868e-5426699600be",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-02-02T14:27:42.3420000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-02-02T14:28:18.9310000Z"}}},{Key:"C1",Title:"Provide alternative text/books with similar content, skills and strategies but at an easier reading level",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A text that teaches the\nsame content and skills, including text analysis, comprehension, etc. is provided\nto a student at a more manageable reading level to support independence.&nbsp; &nbsp;</span><o:p></o:p></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">Reading\nassignments should be modified to permit the student to independently learn\ncontent, demonstrate their ability, and further develop reading skills.\n&nbsp;When a text is too difficult to read independently, the student is unable\nto practice new skills as they struggle with the entire document, not just the\nsections designed for learning and rehearsal. &nbsp;Reading content that is too\ndifficult significantly impacts reading comprehension, which affects the\nstudent\'s ability to learn and retain knowledge presented in the text. Finally, if the version presented during a reading assignment is at a level that is too\ndifficult, the student will be unlikely to demonstrate their skills.\nAdapting the reading level of an assignment to permit independence allows the\nstudent to refine and demonstrate their skills.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">If the goal is to practice a new reading strategy, the text\ncontent does not need to match exactly. &nbsp;In the case of individualized practice\nthat is disconnected from classroom discussion or additional assignments, a\nstudent can practice with any text that is at his independent reading level.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">Often this modification works best in a differentiated environment\nwhere students are all reading different content. &nbsp;This environment\npermits ownership of text and opens the door for extensive conversations\nrelated to text-to-text connections as well as text-dependent analysis designed\nto support comparisons between content.<font face="Helvetica, sans-serif"><span style="font-size: 10.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A\nstudent is reading a lower-level text to practice identifying the sequence of\nevents. &nbsp;Each student was encouraged to use a book/text of their own\nchoice to demonstrate this skill.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A teacher has used an online text editing tool to create a simpler\nversion of a classroom story.&nbsp; The student can then read the story\nindependently and engage in discussion during an upcoming class.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A teacher has created three groups of students who will be reading\ndifferent level texts to engage in text-to-text comparisons.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">A teacher modifies a newspaper article to support a student in\ncompleting a text-dependent analysis.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">As always, it is best to encourage students to use tools to modify\nthe text they need to read. &nbsp;This supports ownership of learning as well\nas independence.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">\n\n\n\n\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">A middle school English teacher gives a student a different\nreading passage (written at a lower level) for the student to practice\ndeveloping a text-dependent analysis.<font face="Helvetica, sans-serif"><span style="font-size: 10.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:10},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:10}],RelatedLinks:'<p style=""><a href="https://newsela.com/" target="_blank" style="transition: all 0.14s ease-out 0s;">Newsela&nbsp;</a>\u2013 an online system that creates short articles for students to read at multiple levels of print.</p><p style=""><a href="http://rewordify.com/" target="_blank" style="transition: all 0.14s ease-out 0s;">Rewordify&nbsp;</a>\u2013 an online tool where a student can paste digital text to have the reading level simplified.</p><p class="MsoNormal"><a href="https://www.bookshare.org/cms/">Bookshare</a> \u2013 Free,\ncustomizable, online ebook library that is free for people with disabilities<o:p></o:p></p>',Subtitle:"",Photo:"63ed37b0861cd709dc564b7b",StrengthPriorities:[{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Undersands and uses written information",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"c6222265-be0f-4214-985a-f10f5d3b5853",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-13T15:12:50.9880000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2023-02-15T19:51:25.8090000Z"}}},{Key:"C10",Title:"Use peer readers",Description:'<p>To support\nclassroom assignments that require students to read to participate, or discuss essential\ncomprehension items, use a peer reader.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>When\nreading efficiency is an issue, or when students must all read the same text\nfor classroom purposes, a peer reader can be an invaluable tool. &nbsp;The use\nof a peer reader can improve social learning, create efficiency, as well as\nsupport the student when other modifications to support independence aren\u2019t in\nplace.<o:p></o:p></p><p>Give careful\nattention to the student(s) selected to serve as peer readers. &nbsp;They need\nto be supportive and patient as well as clear and articulate readers.<o:p></o:p></p><p>\n\n\n\n</p><p>Consider\nthe use of technology tools as a replacement for older students as outlined\nin&nbsp;<a href="https://actiondriveneducation.com/download/l27-provide-text-in-audio-format/">L-27 Provide audio\ntext format</a><span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Examples:"<p>A class receives\na short story to read at the beginning of the period.&nbsp; Students will annotate assigned items that\nwill foster a class discussion.&nbsp; &nbsp;<o:p></o:p></p><p>A math\nclass has two \u201cstory problems\u201d to read and complete during class time.<o:p></o:p></p><p>\n\n\n\n</p><p>A class has\nbeen reading a novel, and the teacher wants them to read chapter 3\nindependently.</p><p>A cyber student meets virtually with a classmate to read an assignment for his English class.</p>",NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p><a href="https://www.readingrockets.org/strategies/partner_reading" target="_blank">Reading Rockets </a>- partner reading</p><p><a href="http://www.readwritethink.org/professional-development/strategy-guides/using-paired-reading-increase-30952.html" target="_blank">Read/Write/Think </a>- paired reading</p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well with a partner",__i:{guid:"f1b4170f-e7f6-477e-85bc-c606d30a14f3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:06.828Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"a01b7b98-0344-4a53-a22c-db39fbf1bfca",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T12:58:49.0720000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-15T13:45:59.0580000Z"}}},{Key:"C11",Title:"Allow the use of a calculator",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The student is permitted to use a calculator whenever it is\nnecessary to support his learning or during assignments and assessments.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;color:#686868"><o:p></o:p></span></p>',Considerations:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who haven\u2019t developed automaticity with basic facts,\nmathematical processes, operations, or other skills can move on with instruction\nby permitting them to use a calculator.&nbsp; A student may fall behind in\nmathematics for a variety of reasons, which prevents them from learning grade-level\nskills.&nbsp; However, by permitting the use of a calculator, a student may be\nable to continue to learn and demonstrate mastery of grade-level content while simultaneously\nworking on mastering previous skills.&nbsp;&nbsp;<o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who struggle with the ability to attend to a variety of\nskills at one time will struggle in mathematics since it involves many\noperations at once.&nbsp; The nature of mathematics requires the learner to\nprocess and use many skills to master new ones.&nbsp; The use of a calculator\ncan free up valuable \u201cmind space\u201d and permit a student to acquire grade-level\nskills.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A 5th-grade math student is permitted to use a calculator to\nperform any multiplication or division problem presented in isolation or as a\ncomponent in other questions.&nbsp; For example, he uses his calculator to find\nthe area of a room and to create an improper fraction from a mixed number.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A third-grader is permitted to use her calculator to complete\naddition and subtraction problems.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school student is permitted to use his calculator\nduring Algebra class.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:5},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.desmos.com/fourfunction" style="">Desmos</a> - four-function calculator online<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.desmos.com/scientific" style="">Desmos</a> \u2013 scientific calculator online<font face="Helvetica, sans-serif"><span style="font-size: 10.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"61b4ea5b-2954-4ab3-8704-fe5f00faca7f",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T13:03:46.4920000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T16:24:52.9530000Z"}}},{Key:"C12",Title:"Use enlarged graph paper to write problems to help keep the student's work organized",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Graph paper with appropriate sized blocks helps keep the\nstudent\u2019s work columns and rows in line to support the organization of math\nproblems&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Implement this accommodation anytime a student can\nbenefit from additional support with the organization of math problems.&nbsp; By placing one numeral in each block, the student\u2019s\nproblems are neater and more organized.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A second-grade teacher provides her students with the option of using large-block graph paper to solve addition and subtraction\nproblems.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A student downloads and prints a custom graph paper that he uses to keep his math problems organized.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber student uses a grid and digital pen on her iPad to organize math problems.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:5},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p><a href="https://do2learn.com/activities/mathhelpers/index.htm" target="_blank">Printable Math Grids</a></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"efb5efca-70ec-415b-90ea-80999c6f839d",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T13:27:55.4560000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T15:41:13.6060000Z"}}},{Key:"C13",Title:"Provide a table of math facts for reference",Description:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Typically, individuals\nview a math facts table as a multiplication chart, but math facts could\ninclude</p><ul><li style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">numeral recognition\nand production</li><li style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">addition</li><li style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">subtraction</li><li style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">multiplication</li><li style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">division</li><li style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">other facts as\nidentified by your district</li></ul>',Considerations:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Use this accommodation\nanytime the lack of memorized math facts prevents a student from using those\nfacts to solve more advanced math problems.&nbsp; By helping a student past\ntheir inability to recall math facts, you are making it possible for them to\ncontinue to learn grade level (or more advanced math skills) while still\nworking to develop fact automaticity.&nbsp; Additionally, this can\noften help to accelerate the acquisition of facts as the student has purpose\nand application for their use as well as ongoing exposure and practice.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A first-grade teacher\ntapes a number line to her student\u2019s desk and encourages him to use it for\nnumeral recognition.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A fourth-grade teacher\nencourages the use of a multiplication grid for a student who has yet to memorize\nall of his multiplication facts.&nbsp; The student then uses a highlighter to identify\nthe rows that he has mastered.&nbsp; Highlighting\nencourages ongoing study as well as to expedite the search for unknown facts.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A fourth-grader is\ngiven the division tables for the 7-12 tables to support the student while he\u2019s\nworking on long division and fractions.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A second-grader utilizes\nan addition chart to support the student that hasn\u2019t developed fluency.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:5},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:5},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:3},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.mathplayground.com/interactive_multiplication_chart.html" style="">Interactive\nmultiplication chart</a></span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><br> </span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"61c8b6d3-3cda-4f0b-8d83-f68bc6f740e1",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T13:32:49.4200000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-07-21T14:35:35.1200000Z"}}},{Key:"C14",Title:"Provide a number reference for sequencing",Description:'<p class="MsoNormal"><span style="font-size:11.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:\nCalibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;\nmso-bidi-font-family:&quot;Times New Roman&quot;;mso-bidi-theme-font:minor-bidi;\nmso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">Number\nsequencing is an essential skill needed for mathematics. Some students can have\nmore difficulty with number sequencing than others, needing a visual cue as a\nguide. &nbsp;Items such as number lines and\nhundreds charts can support by providing a visual showing the numbers in\nsequence and to help identify the patterns present in numeration.</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students that struggle with numeration, counting,\ncomparison of quantity, as well as basic math skills such as addition and\nsubtraction can use a number line or hundreds chart as support.&nbsp;\nBy making a number line or hundreds chart available, the student can often learn grade-appropriate\nskills while still lacking the fluent ability to complete more basic skills.</span></p><p class="MsoNormal">Some teams may elect to provide a number line in an excel sheet with numbers\nplaced in the correct sequence.&nbsp; This may permit a longer, single-line, number line to be provided.&nbsp; Additionally, the student can use the line by pressing the forward or back arrow key on their computer making the process of counting more accurate than tracing with a pencil or their finger.&nbsp;&nbsp;</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A fourth-grade student uses a number line to find common\ndenominators so that he can complete fraction addition problems.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A second-grade student works to solve four-digit\naddition problems while using a number line to solve single-line addition\nproblems.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber student uses a customizable number line using a link his teacher provides in the classroom chat.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school student uses an interactive hundreds chart on their phone.</span></p><p class="MsoNormal">A first-grade child is having difficulty with applying less\nand more. The teacher provides a number line for the student from 1-20 for the\nchild to use as a reference and progress the child\u2019s math skills.<o:p></o:p></p><p class="MsoNormal">A second-grade student is having issues with numbers 1-100.\nHe is given an excel spreadsheet with individual numbers in each space,\nassisting him with the sequence of numbers in the appropriate order. <o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;">\n\n\n\n</span></p><p class="MsoNormal">A fourth-grade student is having difficulty with decimal placement.\nThe teacher provides a handout for the child to locate tenths/hundredths he can\nkeep in the front of his math notebook where he can easily access it.&nbsp;<o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:5},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:3},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:10},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:3},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://themathworksheetsite.com/numline.html">Printable\nNumber Line Generator</a> \u2013 make your own number line, including decimals! \u2013 TheMathWorksheetsite.com<o:p></o:p></p><p class="MsoNormal"><a href="https://www.coolmath4kids.com/manipulatives/number-line">Customizable and\nInteractive Number Line</a> \u2013 CoolMath4Kids.com</p><p class="MsoNormal"><o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><a href="https://www.superteacherworksheets.com/hundreds-chart.html" style="background-color: rgb(255, 255, 255);">Printable hundreds\nchart</a> \u2013 superteacherworksheets.com</p><p class="MsoNormal"><a href="https://apps.mathlearningcenter.org/number-line/">Interactive\nOnline Number line</a> \u2013 customize your own interactive number line \u2013\nMathLearningCenter.org</p><p class="MsoNormal"><a href="https://www.mathplayground.com/interactive_hundreds_chart.html" style="font-family: Calibri, sans-serif; font-size: 11pt; background-color: rgb(255, 255, 255);">Interactive\nHundreds Chart</a><span style="font-family: Calibri, sans-serif; font-size: 11pt;"> \u2013 mathplayground.com</span></p><p class="MsoNormal"><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"be681f5a-011f-471d-9a86-9c07e9b0034a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T16:46:35.0520000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-02-02T14:53:28.0750000Z"}}},{Key:"C15",Title:"Read and explain story problems, or break  problems into smaller steps",Description:'<p class="MsoNormal"><span style="line-height: 107%;">When students struggle with reading, they often\ndemonstrate this disability in other classes when reading is required. &nbsp;By\nreading story problems to the student, they can show their math abilities.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">When a student has a reading disability, it is vital to\nensure that other subjects, as well as their abilities in those subjects,\naren\u2019t impeded by their disability.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">During testing, a teacher reads three constructed\nresponse items to the student.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">During homework completion, a mother reads the two items\nincluded in his math assignment to her son. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A teacher assigns a peer reader to a student to provide\nthe opportunity for a student to hear a story problem read to him.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A teacher reads the math state assessment to a student\nwith special needs.</span></p><p class="MsoNormal">In her cyber class, a math teacher creates a break-out room to pull students who would like to discuss story problems in greater detail.&nbsp;&nbsp;</p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:5},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:5},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:5},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="http://www.ldonline.org/article/62401/">Understanding\nWord Problems in Mathematics</a> \u2013 LD Online <span style="font-size: 10pt; line-height: 107%; color: rgb(51, 51, 51); background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">By: Judy Zorfass, Tracy Gray, and PowerUp WHAT\nWORKS</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"090393a1-e0f3-447a-8976-ee50f470a193",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T16:53:14.5750000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T12:35:44.4450000Z"}}},{Key:"C16",Title:"Focus math problems on calculations only, reduce the difficulty of application based problems",Description:'<p class="MsoNormal"><span style="line-height: 107%;">As a student works to master basic arithmetic operations,\nan IEP team may elect to modify the curriculum to focus only on the mastery of\nfacts and calculations.&nbsp; Some students aren\u2019t developmentally ready to\nlearn to apply and use mathematics skills.&nbsp; By eliminating or reducing the\ndifficulty of application-based math problems, students can continue to focus\non mastery of basic math skills as content becomes more difficult.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with the application of math\nconcepts or the ability to process math skills often struggle to use the skills\nthey are working to develop.&nbsp; By simplifying math content to skill\nacquisition only, students can focus on mastery of skills before working on\nmastering application or use.&nbsp; Students without specific math disabilities\nare often able to learn both skills and utilization at the same time.&nbsp; When a student struggles with specific\ndisabilities, it may be necessary to separate skill from the application.&nbsp;\nIEP teams may elect to utilize the general math classroom as a means of\nmastering basic skills while still exposing the student to grade-level math\nskills and application.&nbsp; This exposure often prepares the student for\nfuture learning that can come at a faster pace once developmentally ready or\nonce basic skills are mastered.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">On homework, classwork, and tests, a 5th-grade math\nteacher writes the actual problem to be solved below each application based\nmath question.&nbsp;&nbsp;<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school co-teaching team reviews all assignments\nto reduce the complexity of application problems to include calculations based\non the skills the student is working on learning.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  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It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"3315ee32-ee80-4c8f-867e-fbb2a27942d2",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T17:04:25.1660000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T14:28:10.5790000Z"}}},{Key:"C18",Title:"Scaffold multi-step/application questions by breaking them into parts",Description:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Scaffolding multi-step\nproblems involves breaking larger math problems into solvable steps.\n&nbsp;These solvable steps give confidence to the struggling math student and\nhelp them to see that all problems are solvable if they see them as components.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">By scaffolding\nmulti-step problems, you\u2019re providing the student with disabilities multiple\npoints of entry toward solving the problem.&nbsp;\nThis helps them to see the methods good mathematicians use to solve\nlarger problems. &nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">By knowing your\nstudent, you\u2019ll be able to understand how small the components need to be for\nthe student to solve it. &nbsp;You should always view this modification in\nterms of the learner\u2019s needs and adjust the support you provide to meet their\nneeds. &nbsp;It should be your goal that, in time, you scale back support, so\nthe student learns to guide himself through the scaffolding.<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Do not apply this\nmodification only in math classes. &nbsp;All subjects include multi-step\nproblems!<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary math\nteacher provides the following process to assist the student in finding the\narea of a room. &nbsp;Then gave the student multiple problems that used the\nprocess (including square, trapezoid, rectangle, and triangle rooms).<o:p></o:p></p><p class="MsoNormal" style="margin-left: 31.4pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e1.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eDraw a picture of the room (the student draws\nthe room). &nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-left: 62.8pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e1.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eNote that if the student drew the room incorrectly,\nthere is still a place to consider if she solves the problem correctly moving\nforward. &nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-left: 31.4pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e2.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eName the shape (rectangle)<o:p></o:p></p><p class="MsoNormal" style="margin-left: 31.4pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e3.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eUsing your equation sheet, find the\nappropriate formula you use for the shape (A=L*W)<o:p></o:p></p><p class="MsoNormal" style="margin-left: 31.4pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e4.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eFill out the equation with the proper\nmeasurements (A=10ft*12ft)<o:p></o:p></p><p class="MsoNormal" style="margin-left: 31.4pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e5.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eWhat unit of length was used to measure the\nroom? (feet)<o:p></o:p></p><p class="MsoNormal" style="margin-left: 62.8pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e1.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eDid you include this measurement as you filled\nout your equation? (yes)<o:p></o:p></p><p class="MsoNormal" style="margin-left: 31.4pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e6.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eSolve (120ft squared)<o:p></o:p></p><p class="MsoNormal" style="margin-left: 31.4pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e7.<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eDid you change the unit as explained on the\nformula sheet?<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher provides\nstep by step directions to guide students to respond to text-dependent analysis\nquestions. &nbsp;This process is expanded upon as students gain comfort with\nthe process.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher provides a\nmodified lab report that guides a student with special needs through an inquiry-based\nlab.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}}],NeedsPriorities:[{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:5},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:10},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:5},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://edu.rsc.org/ideas/nine-tips-for-scaffolding-multi-step-calculations/3009629.article">Nine\nTips for Scaffolding Multi-Step Calculations</a> \u2013 Jenny Koenig \u2013 Education in Chemistry\n\u2013 A great applied example of how scaffolding works.</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes taking things apart and figuring out how they work",__i:{guid:"5bbea97f-87c4-4cc8-a7f8-f152e18d6275",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:49.86Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"382e566e-b031-4141-9298-5a451e6cbf2b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T18:59:22.7770000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T15:32:47.9900000Z"}}},{Key:"C19",Title:"Provide study guides and study questions that directly relate to the test",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Study guides are created that assist the\nstudent in studying the exact content at the appropriate level (Webb\u2019s DOK/Bloom\u2019s\nTaxonomy).&nbsp;&nbsp;<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">There are several considerations for when\na student might benefit from studying the exact content to be tested.&nbsp; In general, IEP teams should select this\nmodification when their goal is to support a learner who is working hard to\nlearn the material but struggles to do so.&nbsp;</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Teams should discuss the timeline of when a study guide should be provided.&nbsp; It is not effective study habits to wait until the night before a test to begin studying so, unless decided otherwise, teams should plan to provide study guides with sufficient time to encourage good study habits.</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><br></p>',Examples:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary math teacher sends home a\ncopy of an upcoming math test that includes replica (numbers changed) questions\nfor the student to practice.</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p>A cyber teacher posts a study guide for his students to download as they prepare for an upcoming test.</o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school Biology teacher sends a\nstudy guide home that includes reference to only the content covered on the\nexam.<br></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school English teacher sends a\nstudy guide on a novel that explains the questions to be asked about the novel.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:5},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:5},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:5},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:5}],RelatedLinks:'<p><a href="https://www.prodigygame.com/blog/webbs-depth-of-knowledge-dok/" target="_blank">Webb\'s DOK</a></p><p><a href="http://www.nwlink.com/~donclark/hrd/bloom.html" target="_blank">Bloom\'s Taxonomy</a></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"c8f291f5-152c-454a-b16b-ec4a031da60b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T19:03:43.9330000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T13:11:34.2970000Z"}}},{Key:"C2",Title:"Shorten assignments to focus on mastery of key content",Description:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Often teachers give longer\nassignments that include multiple skills, practice opportunities and/or concepts.&nbsp;\nA shortened assignment focuses only on the key content to be mastered, which\nprovides the focus for a student who is struggling.</span><o:p></o:p></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">Struggling\nto complete assignments can cause a student to feel like a failure, which leads\nto arguments over homework and the refusal to participate.&nbsp; Students who take additional time to complete\nassignments can be supported by providing a focus on key content.&nbsp; By\nworking with co-teachers to highlight key concepts, students are often able to\nparticipate in classes, take chapter tests, and complete homework with the\nefficiency necessary to support independence.<o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 7.5pt;">An advanced way of using this modification is to provide a focus for\nthe content of the lesson as well.&nbsp; A co-teacher scenario works best as\nthe lead teacher provides instruction, and the support teacher is used as a\n\u201chighlighter\u201d to emphasize the essential content in the lesson. &nbsp;This focus\nnot only supports the learning of key material for a student with special needs\nbut also supports the development of note-taking.&nbsp; Additionally, through\ndeclaring this content focus, modifications to assignments and tests become\nclear.<font face="Helvetica, sans-serif"><span style="font-size: 10.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin-top:0in;margin-right:0in;margin-bottom:7.5pt;margin-left:0in">A class\ntakes a test where students needed to learn the names of the 45 presidents.\n&nbsp;The team decides that a student with special needs only needs to learn\nWashington, Lincoln, Roosevelt, Jefferson, Eisenhower, and those who were\npresident during the child\u2019s lifetime.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt;">An extensive list of 50 vocabulary terms is distributed to a 10th\ngrade English for an upcoming story. &nbsp;The IEP team has provided the\nstudent with a modified story and will expect that the student will only learn\nthe ten terms the student is most likely to use in his writing.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 7.5pt;">A math class takes a comprehensive chapter test. &nbsp;A student\nwith special needs test is modified to include only those questions that\nappeared from the past unit, not additional review content.<font face="Helvetica, sans-serif"><span style="font-size: 10.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Reading Fluency",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:null,lastUpdatedOn:null}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:5},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:5},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:5},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:8},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:8}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"ca197e09-1110-4b47-96f4-db474e4648ae",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-05-13T18:57:40.2870000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T13:35:15.0660000Z"}}},{Key:"C20",Title:"Reduce math calculations to include only specified facts",Description:'<p class="MsoNormal"><span style="line-height: 107%;">A student can continue to learn advanced math skills\nwhile still working on memorizing and developing rote math skills by using this\nmodification. &nbsp;The IEP team should specify facts.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This modification is very powerful to assist a student\nto continue to learn grade-appropriate math skills while still working on\nmastering earlier skills. &nbsp;The goal of this modification is to support\nhigh expectations for learning while encouraging the ongoing development of\nprerequisite skills.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Do not limit the consideration of this modification to\nmultiplication tables.&nbsp; Consider all aspects of items that are frequently\ndeveloped as rote memory type skills.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">This process permits working/short term memory from\nbecoming overloaded with prerequisite skills that have yet to be mastered.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">The IEP team for a fourth-grader decides to include only\nmultiplication facts 0, 1, 2, 3, 4, 5, and 10 while developing an IEP goal to\nmaster/learn 6, 7, 8, and 9 table facts. During a unit on adding and\nsubtracting fractions, the general classroom math teacher modifies all\nfractions to include only denominators of 2, 3, 4, 5, and 10. &nbsp;By doing so,\nhe can determine that the student learned how to add and subtract fractions\nwithout causing the student to struggle with the earlier skills present.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An IEP team decides to include linear measurements and\nuse a rule to include only \xbd and \xbc inch measurements. &nbsp;This permits a\nstudent to be able to complete science activities that focus on the scientific\nprocess without causing the student to struggle with measurements.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:2},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:2},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"d9444836-9e92-420e-acca-29f0b0e7c6e5",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-09T19:09:40.6980000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-08-03T14:23:28.3040000Z"}}},{Key:"C21",Title:"During math problem solving, assist student in identifying keywords in context, prompts, phrases, and identify operations during instruction and assignments",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Teachers should support the student\nthrough the process of understanding an application based math problem.&nbsp;\nThis process should include helping them to identify the operation(s) that will\nbe completed, assisting them in identifying the keywords that explain the\nproblem, and decoding other relevant information that will be used to solve the\nproblem.&nbsp;&nbsp;<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students that struggle with solving\napplication based math problems often do so because they are unable to\nunderstand the problem.&nbsp; By teaching the student how to identify the\ncomponents of the problem, teachers are helping the student to learn a process\nthat can eventually be used independently.&nbsp; It is important to note that\nwhen a student truly struggles with applying their math skills, these practices\nwill need to be supported well beyond the amount of time necessary for a\nstudent without a disability, so teachers must remain patient and\nsupportive.&nbsp; Too often, students develop negative attitudes about\nmathematics because of statements such as \u201cI just showed you how to do this\u201d or\nothers that suggest frustration.&nbsp; By keeping a child\u2019s disability in mind,\na teacher can help to prevent a student from feeling like they are bad at math.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Teams should work closely with all\nstakeholders (co-teachers, parents, student, IA\u2019s, etc.) to develop a clear\nproblem-solving process that will be used to support a struggling\nmathematician.&nbsp; By doing so, the team can prevent confusion as the student\nlearns a single method that will help to understand application based math\nproblems.&nbsp; Note that this doesn\u2019t encourage only learning a single way to\nmultiply for example, learning multiple ways to solve math problems can be very\nhelpful to struggling students.&nbsp; The point in this section is that teams\nshould help the student to develop a problem-solving&nbsp;process&nbsp;that\nworks for him.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Careful attention to mathematics\nvocabulary should be considered when implementing this accommodation.&nbsp;\nStudents should be taught and reminded what is meant by words such as: of, less\nthan, per, total, left, together, etc.<span style="font-size:13.5pt;\nfont-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Examples:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A fourth-grader is taught to read through\na problem thoroughly.&nbsp; Then highlight the word(s) that suggest an\noperation, circle the numbers presented, identify any confusing parts with an\nunderline, then write a short statement that explains what the problem is\nasking.&nbsp; This same process is then encouraged during standardized state\ntesting.&nbsp; This teacher then makes sure that her student uses this strategy\non classwork,&nbsp;homework, quizzes, and tests.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A fifth-grade teacher teaches her class\nthe BUCK method of problem-solving.&nbsp; Box the question, Underline the info\nneeded, circle the vocabulary, Kick out the unneeded information.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school math teacher asks her\ninstructional aide to circulate the room to speak with two students to make\nsure that they\u2019ve successfully identified the key information needed to solve\nproblems they are working to solve.</p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">In her cyber class, a math\nteacher creates a break-out room to pull students who would befit from a\ndiscussion of keywords and other variables used to understand a series of math\nproblems.&nbsp;&nbsp;</span><o:p></o:p></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:5},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:5},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:5},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">NEA explains the&nbsp;<a href="http://www.nea.org/tools/tips/buck-that-long-format-math-problem.html">BUCK\nMethod</a></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;\ncolor:#686868"><o:p></o:p></span></p><p class="MsoNormal"><a href="https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/mps_pg_052212.pdf">Improving\nMathematical Problem-Solving in Grades 4 Through 8</a> \u2013 What Works Clearinghouse\nNational Center for Education Evaluation and Regional Assistance<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"12409dfb-a0bc-44b8-a38f-a8b71d612705",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-17T17:26:37.4760000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-17T21:26:24.3890000Z"}}},{Key:"C22",Title:"Modify assignments based on (breadth, depth or complexity)",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This modification supports changing the\ncurriculum to permit a student to learn grade-level content with a change (or\nchanges) to one or more of the expectations outlined below.&nbsp; <o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Breadth:&nbsp;\nConsider how broadly the student needs to know the content and its relationship\nto other content.&nbsp; In general terms,\nbreadth can be considered as to how content is related to additional content. <o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Depth: Consider how deep the student\nneeds to understand the content.&nbsp; Think\nof <a href="http://inservice.ascd.org/what-exactly-is-depth-of-knowledge-hint-its-not-a-wheel/">Webb\u2019s Depth of\nKnowledge</a>.&nbsp;\nDepth, as outlined in Webb\u2019s DOK, takes into consideration how well a\nstudent understands the material being taught.&nbsp;\nDoes the student have a basic knowledge of the content, or is he\nexpected to learn it at an application level?<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Complexity: Consider the difficulty of\nwhich the student is expected to master the content.&nbsp; Complexity is best understood by considering\nsome examples.&nbsp; <o:p></o:p></p><p style="margin: 0in 0in 7.5pt 0.5in; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eAsking the student to solve 4+3 can show if the\nstudent understands the concept of addition, so too does the problem 9+7.&nbsp; One problem is more complex.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt 0.5in; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span>\x3c!--[endif]--\x3eAsk the student to write a sentence with a noun and a\npredicate.&nbsp; There are several sentences\nof varying complexity that could demonstrate this skill.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who are working on learning\ngrade-level content but struggle to master it as outlined in the curriculum\ncould benefit from modified expectations in breadth, depth, or complexity.&nbsp; This modification can permit the student to learn\ngrade-level material as well as be meaningfully engaged with instruction.&nbsp;&nbsp;<span style="font-size:13.5pt;\nfont-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Examples:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A fourth-grade math teacher modifies the\ncomplexity of a fraction multiplication problems to only include fractions with\n1,2,3,4 or 5 as numerators and denominators.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A Chemistry teacher modifies the breath\nof his content to expect that a student learns about only the elements of\nhydrogen, oxygen, carbon, and nitrogen.&nbsp;\nHe also modifies the complexity of the concept of a compound to include\nonly those that are made up of two elements. (H2O, NaCl, etc.)<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school English teacher modifies\nthe complexity of a character web assignment to require a student to include\nonly the main five characters of the story versus the entire list of\ncharacters.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary social studies teacher\nmodifies depth of a unit on the civil war to expect that a student can state\nthe causes of the war versus be able to explain why each cause was so important\nto one side or the other.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  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These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  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It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10}],RelatedLinks:'<p><a href="https://inservice.ascd.org/what-exactly-is-depth-of-knowledge-hint-its-not-a-wheel/" target="_blank">Webb\'s Depth of Knowledge</a><a href="https://inservice.ascd.org/what-exactly-is-depth-of-knowledge-hint-its-not-a-wheel/"></a><br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"d0a1d2de-b61e-4051-af7f-d885afc95f5a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-11T18:38:43.7130000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T13:40:58.5800000Z"}}},{Key:"C24",Title:'Develop and encourage the use of "research" based learning that encourages the student to look up all unknown pieces or information',Description:'<p class="MsoNormal"><span style="line-height: 107%;">It needs to be understood that many students don\u2019t learn\nbest by being \u201ctaught\u201d through a presentation. &nbsp;This modification embraces\nthe idea that students can learn in a variety of ways. The learner is\nencouraged to take responsibility for learning by being encouraged to look up\nunknown pieces of information.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This modification is occasionally used in conjunction\nwith a reduced curriculum due to the amount of time it takes to learn this way.\n&nbsp;<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Students who learn best this way often don\u2019t perform\nwell in a lecture-based classroom. &nbsp;The student is encouraged to learn\nindependently and is given a guide to learning such as a note-taker or other resource that guides their research.</span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A teacher adopts the role of \u201cLearning facilitator\u201d and\ndevelops his classroom into one that encourages all students to accept the part\nof the active learner who takes responsibility for learning.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A teacher gives a student a list of four research-based\nquestions that need to be answered by the end of the class. &nbsp;&nbsp;&nbsp;<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A social studies teacher gives her student the\nassignment to determine who were the three most important people responsible\nfor freeing the slaves and to explain why.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;</span></p><p class="MsoNormal">During individual lessons, a cyber teacher encourages her student to lookup various aspects of lessons.</p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  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It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  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learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands 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reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"e13082c5-a6ed-4be4-b4d4-1423cfd9faf2",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-17T18:51:29.1020000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T17:50:23.2040000Z"}}},{Key:"C26",Title:"Modify curriculum to include functional application",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Curriculum, and the assessment of the curriculum, should\nbe modified to include a focus on the utilization of knowledge, skills, and\nconcepts.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Many students with learning disabilities struggle to\nconnect abstract learning. These students benefit from seeing how knowledge,\nskills, and concepts can be used in daily life.&nbsp;\nThese students can be assisted by providing and highlighting functional\napplications.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">The complexity of the application should be discussed as\na team.&nbsp; Many students with learning\ndisabilities benefit from the concrete nature of an example (it makes learning\nreal). In contrast, other students, such as those with an intellectual\ndisability, may need basic models.&nbsp; IEP\nteams should discuss these details.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss how a functional curriculum is assessed.&nbsp; In some instances, a student\u2019s learning may\nbe shown best through modified assessments that engage the student in a\ndemonstration of skills in a practical way.&nbsp;\nOther students may benefit from practical learning to assist them in\nconceptualizing the content being taught, making it possible for them to\nparticipate in the traditional assessment.&nbsp;\nThese details should be discussed and outlined in their IEP.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary math teacher begins each lesson with a\nfunctional application problem that shows the use of the day\u2019s skill before\ninstruction.&nbsp; This helps the students to\nunderstand how the new skill can be used.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school social studies teacher ends each day\u2019s\nlesson with the statement \u201c(Content) matters to you because\u2026\u201d helping students\nto see how they can apply the content being taught.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school English teacher provides an optional\nfunctional writing assignment which her students may choose to complete in lieu\nof the traditional assignment.&nbsp; Examples\nof these assignments include:<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="margin-left: 39.75pt;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Write\na letter to your parents that\u2026(skill of the day)<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 39.75pt;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Send\nan email to a friend that \u2026(skill of the day)<o:p></o:p></span></p><p class="MsoListParagraphCxSpLast" style="margin-left: 39.75pt;">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Write\na clear sentence to your grandmother that\u2026(skill of the day)<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A cyber Physics teacher provides links to concrete examples of every\nskill being taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:7},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="http://psychlearningcurve.org/learning-more-meaningful/"><span style="line-height: 107%;">5 Ways to Make Learning More Meaningful to Students</span></a><span style="line-height: 107%;"> \u2013 American Psychological Association<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Likes taking things apart and figuring out how they work",__i:{guid:"5bbea97f-87c4-4cc8-a7f8-f152e18d6275",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:49.86Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"cf5e8794-98d0-4879-89b0-b88e0bbfef77",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-17T18:55:41.6510000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T13:40:38.4040000Z"}}},{Key:"C27",Title:"Provide two sets of classroom materials to leave one at home and use one in school",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The school should provide a second set of materials for\nuse at home to support the student through two environments.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams may wish to consider this accommodation when a\nstudent seems to regularly fail to complete assignments due to necessary items\nbeing left at school (or home).&nbsp; As\nadults who have developed the ability to plan and organize, we may forget the\ndifficulty associated with organizing and remembering to take items home.&nbsp; As the student is working to develop this\nability, it can be helpful to provide two sets of materials.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">In some cases, because of the separation of parents or\nother circumstances such as childcare arrangements, it may be necessary to\nprovide more than two sets of materials.&nbsp;\nTeams should discuss this with the child\u2019s caregivers.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should also consider other organization methods,\nsuch as a binder system or digital storage like Google classroom, which can\ncontain essential papers such as worksheets that are assigned daily.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A third-grade student receives two copies of classroom materials,\nleaving one at home, as he regularly struggled to return items to school.&nbsp; &nbsp;The\nstudent is also supported by completing an assignment book, which includes a\nreference to the materials he should use to complete each task.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student keeps a copy of his textbooks at\nhome so that he can complete homework assignments.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:2}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"fdc803d8-3449-41a5-990e-87e91683c2d3",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-08-12T16:53:16.5130000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T17:08:14.2100000Z"}}},{Key:"C29",Title:"Support problem-solving accuracy by reducing the number of math problems to be solved on assignments and tests but require students to check their work",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student\'s ability to complete\nproblems correctly should be encouraged by requiring them to check their\nwork.&nbsp; The number of required questions\nshould be reduced to provide adequate time for this additional task. &nbsp;<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">The idea behind this accommodation is\nthat students can improve their accuracy and understanding of math problems by checking\ntheir work.&nbsp; However, because checking\ntheir work takes time, teachers should modify expectations by reducing the\nnumber of problems.&nbsp; Frequently when children\nstruggle with mathematics, they also typically take more time to understand and\nsolve problems.&nbsp; By reducing the amount\nof work, teams can encourage accuracy by expecting that the child checks their\nwork.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teachers should ensure that the\nstudent knows how to check their work.&nbsp; Explicit\ninstruction on how to check each type of problem is a must!<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Depending on the student\'s level and\nmaturity, teams should consider multiple ways of checking work, such as using\nestimation, inverse operations, calculators, asking "does my answer make\nsense," etc.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teachers should expect that the\nstudent shows their efforts to check their work.&nbsp; Teams may need to discuss providing format\nadaptations to assignments, tests, and quizzes.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Developing the habit of checking their\nwork is an excellent way to improve a child\'s performance on standardized\ntests.<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A second-grade teacher expects her\nstudent to check his subtraction work, using his mastered addition skills\n(inverse operation).&nbsp; This provides the\nstudent with confidence as he works to develop a new skill.&nbsp; He is assigned five problems for homework.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">After solving a paper/pencil problem,\na fourth-grade teacher requires his student to check his fraction addition work\nusing fraction tiles.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school cyber math teacher\nexpects his student to check their answer by entering the problem into a\ncalculator.&nbsp; Any discrepancies are\ndiscussed with the teacher during an individual tutoring session.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An Algebra teacher expects her\nstudents to check his work by evaluating his solution in the equation.<span style="font-size: 12pt;"><o:p></o:p></span></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Fluency with math facts is important for efficiency and\nutilization during more advanced math applications.&nbsp; If a student isn\u2019t\nfluent with their facts, they are slow to determine the answers to math\nproblems which causes problems for them in a classroom as well as while solving\nmath problems.&nbsp; Additionally, and perhaps more importantly, if the student\nneeds to calculate/process the answers to a simple fact, they are using\nvaluable brain/processing capacity to understand the simpler parts of advanced\nmathematics, leaving little room to understand the more advanced aspects.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:36.572Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",Considerations:'<p>A student that struggles with quantitative reasoning is going to\nstruggle to use math in any way.&nbsp; They will be the student that can solve\na list of math problems when they are presented in isolation and represent one\nprocess.&nbsp; But, the minute this process changes or the student is asked a question\nthat involves the use of this skill, the student will struggle.&nbsp; In\ngeneral terms, a student with a quantitative reasoning disability will struggle\nanytime you expect them to use a math skill they\u2019ve been taught.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:25.37Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:5},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Fluency with math facts is important for efficiency and\nutilization during more advanced math applications.&nbsp; If a student isn\u2019t\nfluent with their facts, they are slow to determine the answers to math\nproblems which causes problems for them in a classroom as well as while solving\nmath problems.&nbsp; Additionally, and perhaps more importantly, if the student\nneeds to calculate/process the answers to a simple fact, they are using\nvaluable brain/processing capacity to understand the simpler parts of advanced\nmathematics, leaving little room to understand the more advanced aspects.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:36.572Z"}}},Priority:7},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},Priority:10},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",Considerations:'<p>A student that struggles with quantitative reasoning is going to\nstruggle to use math in any way.&nbsp; They will be the student that can solve\na list of math problems when they are presented in isolation and represent one\nprocess.&nbsp; But, the minute this process changes or the student is asked a question\nthat involves the use of this skill, the student will struggle.&nbsp; In\ngeneral terms, a student with a quantitative reasoning disability will struggle\nanytime you expect them to use a math skill they\u2019ve been taught.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:25.37Z"}}},Priority:7},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.wikihow.com/Check-Math-Problems-Easily" style="">How to Check Math\nProblems Easily</a> - wikiHow <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.mathpapa.com/algebra-calculator.html">Algebra Calculator</a>\n\u2013 MathPaPa<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.bloglovin.com/blogs/whos-who-whos-new-11469607/how-to-teach-your-students-how-to-check-their-2718636365" style="">How\nto Teach Your Students How to Check Their Work</a> \u2013 Bloglovin\'<b><span style="font-size: 12pt;"><o:p></o:p></span></b></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"5ac2d0ff-70e6-4d08-b312-57aa4a895108",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-10-27T13:45:03.3920000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T13:49:36.9080000Z"}}},{Key:"C3",Title:"Shorten and/or augment spelling lists based on mastering most functional words",Description:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students can continue\nto learn grade-level spelling rules as well as master spelling by focusing word\nlists on the most functional words in the list.&nbsp; Additionally, teachers\ncould consider selecting individualized spelling words based on words the\nstudent has misspelled in their writing assignments.&nbsp;&nbsp;<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who struggle\nwith spelling often fall behind their peers as classroom word lists become more\ncomplex.&nbsp; These word lists can be modified to include only the words that\nare most functional and/or supplemented with additional words that might also\nfit the spelling pattern they are learning.&nbsp; By shortening the list, the students\nspend time working on mastering words they may use in their writing versus\nbecoming only familiar with (not mastering) all words.&nbsp;&nbsp;<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">By augmenting the list\nwith more functional words that follow the same pattern, the student will be\nable to master the spelling pattern further but will do so with words that are\nusable to him.<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Spelling activities\ncan be easily modified to support these changes if words are chosen logically\nor by providing activities that permit flexibility with the words selected.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher modifies a\nlist of 15 words following the \u2018i before e\u201d rule to exclude the word \u201cperceive\u201d\nand replace it with \u201cceiling.\u201d<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher modifies a\nspelling list of adjectives by removing the words \u201cfamished,\u201d \u201csweltering,\u201d and\n\u201cingenious\u201d and replaced them with the words \u201chungry,\u201d \u201cwarm,\u201d and \u201csmart.\u201d<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher gives the\nassignment that students should add their spelling words to&nbsp;<a href="https://www.spellingcity.com/">Spelling\nCity</a>&nbsp;and practice\nthem for 15 minutes as part of a learning center.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher removes\nseven review words from a spelling list and replaces them with seven words she\nhas observed her student spelling incorrectly in his writing.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:10},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.spellingcity.com/">Spelling\nCity-&nbsp;</a>an online tool that\npermits teachers and students to practice spelling words.<o:p></o:p></p><p>\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://quizlet.com/">Quizlet</a>&nbsp;\u2013 An app that permits students to\npractice spelling and vocabulary words.</p><p class="MsoNoSpacing"><a href="https://www.readingrockets.org/article/new-model-teaching-high-frequency-words" style="">A\nNew Model for Teaching High-Frequency Words</a> - Farrell, Hunter, Osenga -\nReadingRockets.org<font face="Arial, sans-serif"><span style="font-size: 10pt;"><o:p></o:p></span></font></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"86cf3e80-9987-4fc3-aa6a-d10091d10fb0",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-12T13:55:36.1190000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-05-25T14:18:45.8020000Z"}}},{Key:"C30",Title:"Schedule student to participate in two iterations of the same class",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Schedule the student to participate in the same class\ntwice to support repetition and mastery of content.</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif"> &nbsp;&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">The purpose of this accommodation is to support the student as\nthey work to master the content covered in a class by utilizing repetition and\nproviding multiple opportunities to learn the content.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">While a close match in content (curriculum) is\nnecessary, it isn\u2019t essential for a perfect match of instructional methods.&nbsp; In many cases, students benefit from seeing\nthe same content taught in different ways.&nbsp;\n<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">If different teachers instruct the same course, teams\nshould discuss the pros and cons of participating in the duplicate course with\nthe same or a different instructor.&nbsp; In\nthe case of a student who participates in a course taught by two different\ninstructors, IEP teams should discuss how grading, assignment completion, and\nother aspects will be handled.&nbsp; For\nexample, typically, the student wouldn\u2019t be asked to complete two homework\nassignments, so the team should discuss how these items will be processed.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss and plan for how this accommodation might\nimpact graduation requirements and adjust accordingly.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A 16-year-old student with an intellectual disability\nparticipates in two Algebra I classes with the same instructor to support his\nmastery of the content.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school student with a learning disability participates\nin two iterations of a Literature class taught by the same teacher to master\nthe content necessary to pass the state examination.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber student attends two "live\nlessons" of the same class.&nbsp; He also\ncompletes his asynchronous cyber lesson independently and then repeats the lesson\nwith his learning support teacher\'s guidance.&nbsp;\n&nbsp;</span><o:p></o:p></p><p class="MsoNormal">A middle school student participates in a 6<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;">th</span></font>-grade\nmath class taught by two different teachers to provide the repetition necessary\nto master the curriculum.<br></p>',NeedsCategories:[{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:7},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:2},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:7}],RelatedLinks:'<p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.apa.org/education/k12/practice-acquisition">Practice for\nKnowledge and Acquisition (Not Drill and Kill)</a> \u2013 Brabeck, Jeffrey, Fry \u2013\nAmaercian Psychological Association</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"6e49b10c-5185-4405-8d3c-75bca9ad5a7e",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-18T12:51:55.5890000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:40:48.9760000Z"}}},{Key:"C4",Title:"Substitute other activities for written assignments",Description:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">There are a variety of\nways to help students learn and to assess their knowledge or understanding.&nbsp;\nWhen a student struggles to show their ability through writing, they can often\ndemonstrate it through other means.&nbsp; &nbsp;Consider different ways to\npermit a student to demonstrate their knowledge and skills.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p><span style="line-height: 107%;">When a student struggles with written expression, it is often helpful to\npermit other means to learn and to demonstrate learning.&nbsp; Sometimes a\nstudent can show a more thorough understanding through creative projects;\ntherefore, this student should be allowed to showcase skills through those\nmeans.&nbsp; If writing is the only way a student is permitted to learn and\ndemonstrate learning, you may not get a full picture of his understanding\ncausing grades and motivation to suffer.</span><br></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school English\nteacher permits a group of students to create a movie instead of a written book\nreport.</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></p><p class="MsoNormal">A cyber instructor permits her students to create and post a drawing\nshowing the life cycle of a frog instead of a written flowchart on the same\ntopic.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school math\nteacher permits a student to create an excel template that includes an equation\nthat solves math problems instead of completing a textbook homework assignment.<br></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary teacher\npermits her student to draw a picture that defines each word in a list of\nvocabulary words instead of writing out the definitions.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student is permitted\nby his biology teacher to create a webpage that explains the structure of a\ncell.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school social\nstudies teacher permits a student to lead a class discussion about Ulysses S.\nGrant in place of writing a biographical paper about him.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:7},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  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Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work 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home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"18e4d738-16a3-41a5-8efc-bf62b0bb228c",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-12T14:09:13.9040000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T13:24:00.7100000Z"}}},{Key:"C5",Title:"Change percent of work required for passing grades",Description:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This modification\ninvolves changing the grading criteria necessary to achieve a particular grade\non assignments, tests, and classes. &nbsp;For example, a typical 90=A, 80=B,\netc. can be modified to meet the needs of a student.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who need set\nperformance criteria can sometimes benefit by reducing the typical 60% required\nto pass (or earn a particular grade) an assignment, test, or class. &nbsp;This\nmodification can often help a student work to achieve a passing score while\nmaintaining a level of rigor associated with each assignment or test.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who\nparticipate in this modification are often those who are not supported by other\nchanges or assignments.&nbsp; Tests are not\notherwise modified. &nbsp;It is designed to hold a student accountable to the curriculum,\nbut a passing grade (or other grades) can be earned for lower performance on\nthe classroom content.<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Derivatives of this\nmodification can be developed. &nbsp;For example, on a typical 90/80/70/60\nscale, an IEP team may decide to make all A\u2019s = 95 or higher (in other words a\n91 becomes a 95), all B\u2019s = 85, etc. to support the student\u2019s achievement while\nholding high expectations for the level of rigor present in assignments.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student completes\nall assignments as outlined in the class, but it is expected that the student\nearns above a 50% to pass the class.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student does poorly\non chapter tests so his grading scale for chapter tests only is modified to\ninclude 85=A, 70=B, 55=C, 40=D Below 30=F.<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student\u2019s grade\nscale is 90=A,80=B,70=C,40=D to assist a student in passing a class.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  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For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:1}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.greatschools.org/gk/articles/grading-system-for-a-student-with-ld-and-an-iep/">Individualizing a Grading System for a Student\nWith LD and an IEP \u2013 Great Schools</a><span style="font-size:\n13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;mso-fareast-font-family:&quot;Times New Roman&quot;;\ncolor:#686868"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"0421b80a-4837-42bf-aed8-cf9373244bfd",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-17T19:03:51.6360000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-22T18:52:18.5070000Z"}}},{Key:"C6",Title:"Specify what the student will need to learn to pass; review expectations frequently",Description:'<p class="MsoNormal"><span style="line-height: 107%;">There is an\nunlimited number of ways to use this modification. But in summary, learning\nteams should determine at the beginning of a set amount of instruction (daily,\nweekly, unit, etc.) exactly what content needs to be mastered for the student to\nreceive a passing grade.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should\nconsider this modification when exposure to a full amount of instruction is\nbeneficial to the student, but the expectation for the content to be mastered\nis determined to be different from the general expectations.&nbsp; Exposure to\nfull instruction is often very valuable and serves a student well beyond the requirement of assessment; therefore testing on a limited amount should not be\nviewed as an unacceptable practice.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">This modification\nis typically used when a curriculum is being modified to support a student with\nadvanced needs.&nbsp; It is also often used in conjunction with other modifications such as A12 \u2013 Use pass/fail and&nbsp;A18 \u2013 Eliminate test items not focused on\nthe key concepts, to name a few.&nbsp; Teams should consider the use of other accommodations and modifications carefully to support learning and assessing in addition to this\ncurriculum modification.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">By listing the\nexact content to be learned, learning teams can focus the attention and effort\nof the learner on the material that is determined to be most appropriate.&nbsp;\nThis information should be identified as much in advance as possible.&nbsp; The learner can then be supported as he is\nworking in the classroom.&nbsp; Additionally, by determining content early,\nteams can easily modify assignments, study guides, and tests well in advance to\nmatch the same material.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">When a student\nis overwhelmed, it is frequently determined that pulling the student from the\ngeneral classroom is more acceptable.&nbsp; Often in pull-out environments, the\nskills and content taught are the same (or even less than) the content that is\npresent on a reduced list.&nbsp; By being present in the general classroom and\naffording the student the opportunity to be exposed to all content, but\nlimiting the amount the student is tested on, teams are often able to provide a\nmuch more valuable education while increasing the achievement expectations over\npull-out options.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">The examples\nprovided below lack the actual specificity that should be included in the\ndecision-making process.&nbsp; The more specific teams are, the more successful\nthe student will be while learning.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A team limits\nthe content in a social studies unit to highlight the key historical figures as\nwell as the events in which they were involved.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An elementary\nmath teacher using the Everyday Math curriculum determines that the student\nwill learn the partial products method of multiplying.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An English\nteacher determines that a student will learn to use words that describe other\nwords in his writing versus identifying and understanding the difference\nbetween adjectives and adverbs.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:1},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:2},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:7}],RelatedLinks:'<p class="MsoNormal"><a href="http://www.ascd.org/publications/curriculum-handbook/398/chapters/Thinking-About-Curriculum.aspx">ASCD\nCurriculum Handbook</a> \u2013 Consider the difference in the \u201ctaught\u201d, \u201ctested\u201d,\nand \u201clearned\u201d curricula suggested in this article.&nbsp;&nbsp;<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"ee87a389-ae45-455f-ab52-e51b06b75783",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-17T19:10:01.8830000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T15:18:00.5620000Z"}}},{Key:"C8",Title:"Give alternate assignments rather than long written reports",Description:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students that struggle\nwith the ability to write or to compile their knowledge into large\ncomprehensive assignments such as reports can often demonstrate their skills by\ngiving them other ways to show their learning.&nbsp;&nbsp;<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students that struggle\nwith writing and other deficits that are evident through poor writing will\noften struggle in school due to the high dependency schools place on demonstrating\nskills through writing.&nbsp;&nbsp;There are many ways for students to\ndemonstrate their knowledge and skills that do not involve writing.&nbsp; IEP\nteams should place careful consideration on the skills being assessed through\nlong written reports. Often, by evaluating the purpose of the assignment, an\nalternative assignment presents itself.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This modification\nshould be used when a student struggles with writing.&nbsp; Students that\nstruggle with writing will frequently avoid completing long reports because of\ntheir inability to write impacts their ability to demonstrate their skills\notherwise.&nbsp; Teachers should carefully determine the purpose of long\nwritten reports and consider other ways for these students to demonstrate the\nskills they are evaluating.<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The second type of\nstudent that could benefit from this modification is a student who struggles to\npull together comprehensive assignments due to intellectual ability or\nexecutive function skill deficits.&nbsp; Through a documented need, IEP teams\ncan remove these barriers and permit a student to demonstrate their skills\nthrough other means.&nbsp; As mentioned before, careful consideration of the\nskills the assignment is working to evaluate is necessary.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A social studies\nteacher permits a student to create a video showing his knowledge of the causes\nof the civil war.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">In English class, the\nclass is permitted to select to write a book report or to produce a tangible\nitem (project) that shows his understanding of the plot of Macbeth.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">In chemistry, a\nstudent is permitted to give a verbal presentation that explains each part of\nan experiment to his teacher in lieu of a written lab report.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">In a US History class,\na student is permitted to create a visual timeline including pictures and brief\ncaptions that show the significant battles and events of WWII.</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber student creates a video depicting life during the Civil War.</p>',NeedsCategories:[{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}}],NeedsPriorities:[{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:10},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},Priority:5},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.teachthought.com/learning/60-things-students-can-create-to-demonstrate-what-they-know/">100\nThings Students Can Create To Demonstrate What They Know</a> \u2013 TeachTought.com &nbsp;&nbsp;<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes taking things apart and figuring out how they work",__i:{guid:"5bbea97f-87c4-4cc8-a7f8-f152e18d6275",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:49.86Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well with a partner",__i:{guid:"f1b4170f-e7f6-477e-85bc-c606d30a14f3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:06.828Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well in a group",__i:{guid:"1c8bf4db-e07e-4365-b561-c47e5e980298",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:27.606Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"fc20aaed-7df7-42ab-b598-c5916ec594f4",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-12T14:48:44.2120000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T17:05:14.8140000Z"}}},{Key:"C9",Title:"Provide a summary of (chapters, sections, pages, etc.)",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A summary of a selected portion of a reading assignment can\nsupport the student as he reads and comprehends a given part of the text.&nbsp;\nThe size of the piece to be summarized is dependent on individual student need,\ncourse, text reading level compared to the student\u2019s reading level, which\nshould be discussed and clarified by the IEP team.&nbsp;&nbsp;<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;color:#686868"><o:p></o:p></span></p>',Considerations:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A summary can support the student who struggles to read, reads\nat a slower rate, or can\u2019t identify the text\'s big ideas or purpose.&nbsp; By providing summaries, the teacher can efficiently focus the\nstudent on the most important details and concepts covered in the passage.&nbsp;&nbsp;<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Provide a summary to help frame a student\u2019s thinking before\nreading.&nbsp; By providing an overview in advance of reading a portion of text,\na teacher can focus the student on the main points to be attending to while\nreading.&nbsp; This helps to provide a structure for understanding the larger\nportion of text.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Provide a summary when a student struggles being able to\nretell/recall or demonstrate comprehension following a complete reading of a\nsection.&nbsp; Summaries can provide the student with a structure to help\nremember and recall what was read so that he can participate in conversations,\nclassroom instruction, or to review previous chapters before reading the next\nportion or before testing.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Provide a summary to be read independently by a student during\nclassroom instruction when it is known that insufficient time for that child will be provided for reading the entire text.&nbsp; The\nstudent can then participate in the ongoing classroom instruction and\nconversation without being held back by a slower reading rate.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Provide a summary to replace the need to read the entire\npassage.&nbsp; By using the accommodation in this way, IEP teams can make the text\naccessible to a student who may not be able to read and comprehend the entire\ntext.&nbsp; This is a major modification that replaces (not supplements as\ndescribed above) the main text and is used when a student\u2019s ability to read is\nwell below the text being used.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school social studies teacher creates a section summary\nof a text that is assigned to be read independently in the classroom.&nbsp;\nThis passage is then used to lead a group discussion later in the class.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school English teacher provides a summary of a novel\nchapter that is assigned for homework.&nbsp; This summary is developed to highlight\nthe major points that will be read and to help frame the purpose of reading\nthe chapter.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school English teacher provides a&nbsp;<a href="https://www.cliffsnotes.com/"><b>Cliffsnotes</b></a>&nbsp;version\nof Animal Farm to a student to help him develop an idea of each chapter before\nreading.&nbsp; The same text is used to prepare for each section exam.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A science teacher uses a digital textbook found at&nbsp;<a href="https://www.ck12.org/"><b>CK12</b></a>&nbsp;then\nprovides a link to the already prepared summary of each section as it is\nassigned.</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A sixth-grade reading teacher utilizes her google classroom to record a brief summary of the reading homework assignment.&nbsp; Her student listens to this to activate prior knowledge before and after reading the passage.&nbsp;&nbsp;</p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:7}],RelatedLinks:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.cliffsnotes.com/">Cliffsnotes</a><o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.ck12.org/">CK12</a><span style="font-size:13.5pt;font-family:\n&quot;Segoe UI&quot;,sans-serif;color:#686868"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"8ccf1575-f247-43fc-a18c-815e5690433d",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-18T12:46:55.8220000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:04:03.2560000Z"}}},{Key:"L1",Title:"Highlight important text",Description:'<p class="MsoNormal"><span style="line-height: 107%;">By highlighting text, the student can key in on the essential\nelements of the text, directions, assignments, or other print to provide a focus\nfor comprehension and learning.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This support should be used when students struggle with\nreading or the ability to focus.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation is often used in conjunction with\nreading goals designed to support the continued acquisition of reading skills.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An improved step from this support would be to teach the\nstudent to highlight important features on their own.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A student is given a homework assignment in science that\nhas been highlighted to focus the student on the main sentence of each\nparagraph.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A student is given lengthy directions that have been\nhighlighted to include the specific items that must be present in their\nproduct.</span></p><p class="MsoNormal"><span style="line-height: 107%;"></span></p><p class="MsoNormal">A Biology teacher uses his Google classroom to post documents that\nare highlighted to show the most important points.&nbsp; &nbsp;<span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;</span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher emphasizes\nimportant concepts and topics on the students\u2019 screens by highlighting them on\nher iPad. &nbsp;</span>&nbsp;<o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:1},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:5},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:3},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:2},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.youtube.com/watch?v=yQjQpgF_WNM">How to\nHighlight Text in Google Docs</a><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"334d046c-1a2c-4fd5-bf4e-456f5aeb7961",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-18T12:54:45.6260000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T14:27:49.5640000Z"}}},{Key:"L102",Title:"Place a straight-edge under lines being read",Description:'<p><span style="line-height: 107%;">To assist a student in keeping track of their reading, it can be helpful\nto provide a straight-edge while they develop the eye muscle control to track\nreading.</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Often, young readers struggle with the eye muscle\ncontrol to follow back and then down without losing their place in a long piece\nof text. &nbsp;A straight-edge can help while the student develops this\nability.&nbsp; By placing the straight-edge above the text, a student is then\nencouraged to develop this control further (reduce dependency) while also\nsupporting reading fluency.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">Index cards that are slightly larger than the book often\nwork well.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Rulers, bookmarks, etc.</span></p><p class="MsoNormal">A cyber student is taught to click, hold, and then drag his mouse down as he reads.</p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.reallygoodstuff.com/ezc-reader-strips/p/143538BL/">E.Z.C.\nReader Strips</a> \u2013 a transparent window that helps pop print into view</p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://chrome.google.com/webstore/detail/helperbird-accessibility/ahmapmilbkfamljbpgphfndeemhnajme?hl=en" style="">Helperbird</a>\n- Accessibility and Dyslexia Software</span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"></span><o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://chrome.google.com/webstore/detail/1-web-pdf-highlighter-lin/bmhcbmnbenmcecpmpepghooflbehcack" style="">Liner</a>\n\u2013 Web and PDF Highlighter</span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"></span><o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.onenote.com/learningtools" style="">Immersive Reader</a></span><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1}],__i:{guid:"81e78754-7472-4980-bca3-33d84627af39",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T19:16:29.8490000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-12T15:58:18.5440000Z"}}},{Key:"L11",Title:"Use proximity when giving directions or providing instruction on key points in lessons",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Use proximity (or location in the room) to\nhighlight the importance of content that is about to be said or taught.&nbsp;&nbsp;<span style="font-size:13.5pt;\nfont-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students who struggle to master all the\ncontent included in a lesson or to recognize the importance of one piece of\ncontent over another can benefit from having this instruction highlighted using\nproximity.&nbsp; <o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A modification that may help some\nteachers (and other students in their classroom) could be to define a given\nspot in the room where the teacher moves to highlight the importance of certain\ncontent.&nbsp; This predetermined spot is then\nexplained to the student (or students) as the place the teacher will go to\nhighlight valuable content.&nbsp; This spot is\nthen used in place of proximity.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Teachers move closer toward a student\n(proximity) or a predetermined spot in the room to highlight the importance of\ncertain content.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Examples:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A fifth-grade science teacher places a\n\u201csoapbox\u201d in front of her room.&nbsp; All the\nstudents in her class know that when she\u2019s on her \u201csoapbox\u201d she\u2019s sharing\nsomething essential.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school physical education teacher\nwalks over beside a student when she is presenting an important volleyball\nskill.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school math teacher places a\ngreen-colored bulb in a spotlight that is shining off to the side of his\nclassroom.&nbsp; The students know that when\nhe stands in the spotlight, he\u2019s presenting important content.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.teachersoncall.com/blog/power-your-presence-utilizing-proximity">The\nPower of Your Presence: Utilizing Proximity</a> by Travis Chapman \u2013 Teachers on\nCall<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"783ce3e6-79b7-49e7-bef2-d81089f19d37",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-18T12:58:53.3410000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-12T14:25:14.8930000Z"}}},{Key:"L111",Title:"Use planner (or other method) to communicate with parents daily",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To support\nthe child\u2019s completion of homework, communicate with home, and involve the\nchild\u2019s caregiver, teams should plan for and utilize a student planner.</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the goal\nfor their communication.&nbsp; This will help\nto determine what type of information they desire to send home.&nbsp; Depending on the goal, teams may wish to\nshare behavior, participation, grades, assignment completion, or other types of\ninformation.&nbsp; By focusing on communication\nteams can use it to improve a specific outcome for the child.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Depending on the age of the\nchild and the number of environments they participate in daily, teams should\ndetermine which members will communicate daily.&nbsp;\nTeams should discuss if all teachers are expected to enter daily\ncommunication or if certain members are going to be responsible to report.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the most\nappropriate tools to be utilized.&nbsp;\nDigital options are popular but may not work as well as more traditional\npaper/pencil means.&nbsp; Teams may wish to\nuse a simple piece of paper that is blank at the beginning of the day (or week)\nand completed during each class, a notebook, more formal planner, or digital\nmeans.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss how\ninvolved the child will be in requesting and participating in the collection of\ncomments. <o:p></o:p></span></p><p class="MsoNormal">\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss if/how\nparents are requested to respond.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade teacher sends a\nnote page home with a student daily.&nbsp; The\ngoal is to share behavioral observations with the parent from five distinct\npoints during the day.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade team uses a digital\nnote system to share the child\u2019s daily accomplishments with their parents.&nbsp; Because the child\u2019s parents are separated, a\ndigital note system was selected for its ability to communicate with both\nparents.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student spends\ntwo minutes after each class writing a brief journal about his engagement\nduring instruction.&nbsp; Their teacher\ninitials the journal to indicate their agreement with the child\u2019s\nreflections.&nbsp; If necessary, the teacher\nadds notes of their own.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A Geometry teacher sends a daily\nemail to their student\u2019s parents.&nbsp; The\nstudent has been struggling in Geometry because the child doesn\u2019t often\nunderstand the independent practice.&nbsp; The\nparents want to help so the teacher emails a few notes as well as a few solved\nproblems to be used as examples.&nbsp; <o:p></o:p></span></p><p class="MsoNormal">\n\n\n\n\n\n\n\n<span style="line-height: 107%;">A high school team uses the schools\u2019 Student Information Management\nSystem to record notes related to a student\u2019s completion of assignments.&nbsp; All assignments (ungraded or graded) are\nrecorded in a notes field to communicate with parents.&nbsp;&nbsp;</span><br></p>',NeedsCategories:[{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}}],NeedsPriorities:[{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:8},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:4},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:2},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:2},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:2},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:2},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:8},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},Priority:8}],RelatedLinks:'<p class="MsoNormal"><a href="https://adayinourshoes.com/daily-home-to-school-communication-log-templates/" target="_blank">20 Parent Communication Log Templates&nbsp;</a><a href="https://adayinourshoes.com/daily-home-to-school-communication-log-templates/"><span style="line-height: 14.98px;"></span></a><span style="line-height: 14.98px;">\u2013 Lisa Lightner - A Day In Our Shoes<o:p></o:p></span></p><p class="MsoNormal"><a href="https://www.edutopia.org/article/parent-engagement-digital-age" target="_blank"><span style="line-height: 14.98px;">Parent Engagement in the Digital Age</span></a><span style="line-height: 14.98px;">&nbsp;\u2013 Emelina Minero - edutopia<o:p></o:p></span></p><p class="MsoNormal"><a href="https://www.readingrockets.org/article/building-parent-teacher-relationships" target="_blank"><span style="line-height: 14.98px;">Building Parent-Teacher Relationships</span></a><span style="line-height: 14.98px;">&nbsp;\u2013 American Federation of Teachers \u2013 Reading Rockets<o:p></o:p></span></p><p></p><p class="MsoNormal"><a href="https://www.classdojo.com/" target="_blank"><span style="line-height: 14.98px;">ClassDojo</span></a><span style="line-height: 14.98px;">&nbsp;\u2013 Free online system that works great to communicate with parents</span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"40c612fe-c926-406d-89b3-ee0959767f22",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-11-09T18:44:23.9960000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-09T18:44:58.9040000Z"}}},{Key:"L115",Title:"Use appropriate size and type font",Description:'<p><span style="line-height: 107%;">All typewritten items and correspondences should\nuse the selected size and type font.</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">There are multiple items to\nconsider when implementing this accommodation. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Size: The physical size being\nused (points).&nbsp; Many students benefit\nfrom having items enlarged to make them more readable. However, the opposite\ncan also be true. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Text Spacing: The amount of\nspace between each letter.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Font: There are a variety of\nfactors to be considered when selecting a font.&nbsp;\nFor example, specific fonts, such as Helvetica, Courier, Arial, and\nVeranda, are friendlier toward students who struggle with dyslexia.&nbsp; There are also fonts specifically developed\nfor students with dyslexia.&nbsp; Other\nvariables may include the letters\' shape, such as fonts with the handwritten "a"\nshape. <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should experiment and work\nwith the student to determine if a given font can better support them.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary teacher uses "Comic\nSans font" with her class because the "a" is shaped like the\nstudents were taught to write.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher uses Open\nDyslexic typeface to support her students.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:48.796Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},Priority:5},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},Priority:7},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:48.796Z"}}},Priority:5},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.readandspell.com/us/best-font-for-dyslexia"><span style="line-height: 107%;">What is the best font for dyslexia?</span></a><span style="line-height: 107%;"> - ReadandSpell.com<o:p></o:p></span></p><p class="MsoNormal"><a href="https://twowritingteachers.org/2019/11/20/accessible-fonts/"><span style="line-height: 107%;">Finding Accessible Fonts for Classroom Use</span></a><span style="line-height: 107%;"> \u2013 Two Writing Teachers<o:p></o:p></span></p><p class="MsoNormal"><a href="https://learningally.org/Blog/dyslexia-does-font-really-matter"><span style="line-height: 107%;">Dyslexia \u2013 Does Font Really Matter</span></a><span style="line-height: 107%;">? - Verda Meyers Epstein - Learning Ally<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.edutopia.org/blog/fonts-help-students-remember-read-jason-cranford-teague"><span style="line-height: 107%;">Design 101 for Educators: Choose Your Fonts Carefully</span></a><span style="line-height: 107%;"> \u2013 Jason Cranford Teague \u2013 Edutopia \u2013 Pay close attention to the\npart about Comic Sans "a"&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"e185c458-8a33-44ff-80f2-9dab7de33bef",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-12-14T16:06:44.1430000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-12-14T16:08:35.7490000Z"}}},{Key:"L117",Title:"Provide and support the ongoing development of a mathematics dictionary",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Mathematics\nis a language that requires the understanding of unique vocabulary.&nbsp; By maintaining a dictionary of math terms, students\nwill learn to use terms effectively.</span><span style="font-size:12.0pt;\nline-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams\nshould discuss supporting the student to develop their own dictionary versus\nproviding one that has already been produced.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams\nshould discuss the process of who/how new terms will be added.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams\nshould discuss the necessary components of the dictionary.&nbsp; Consider elements such as:<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Term<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Pronunciation<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Definition<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Example(s)<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Illustration(s) <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoListParagraphCxSpLast" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Relationships to\nother terms (links)<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A second-grade student uses and\ndevelops his own math dictionary using a loose-leaf binder and a photocopied\ntemplate.&nbsp; When the student discovers a\nnew word an instructional aide supports the student in creating and adding a\nnew page to his dictionary.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fourth-grade student is\nprovided a print version of a math dictionary.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade student maintains\nhis own dictionary as a Google Doc.&nbsp; When\na new term is given by his teacher the student quickly adds it to the\ndocument.&nbsp; The details are added later that\nevening with support from his parents.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student accesses\nan online dictionary to review math terms when necessary.&nbsp; The student\u2019s teacher encourages him to use\nto resource when it is discovered that he does not know a given term.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student uses a\nmath dictionary app on his phone.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",Considerations:'<p>&nbsp;If a student struggles early with number sense, they will quickly\nfall behind their peers and struggle throughout their career in math.&nbsp; It\nis important that this concept isn\u2019t overlooked (no matter how late it is\nidentified) as mathematics starts with a firm grasp on number sense.&nbsp;\nOften students who struggle with number sense can be overlooked because they\ncan \u201crote count,\u201d which leads to the assumption that they understand number\nsense.&nbsp; Without a firm grasp on this concept, they will struggle with more\nadvanced skills such as greater than/less than, decimals, fractions, etc.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:42.749Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},Priority:2},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:8},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",Considerations:'<p>&nbsp;If a student struggles early with number sense, they will quickly\nfall behind their peers and struggle throughout their career in math.&nbsp; It\nis important that this concept isn\u2019t overlooked (no matter how late it is\nidentified) as mathematics starts with a firm grasp on number sense.&nbsp;\nOften students who struggle with number sense can be overlooked because they\ncan \u201crote count,\u201d which leads to the assumption that they understand number\nsense.&nbsp; Without a firm grasp on this concept, they will struggle with more\nadvanced skills such as greater than/less than, decimals, fractions, etc.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:42.749Z"}}},Priority:3},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},Priority:4},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.coolmath.com/reference/online-math-dictionary">Cool Math\nOnline Dictionary</a> <o:p></o:p></p><p class="MsoNormal"><a href="https://www.mathsisfun.com/definitions/index.html">Math Is Fun\nIllustrated Mathematics Dictionary</a> <o:p></o:p></p><p class="MsoNormal"><a href="http://www.mathwords.com/">Mathwords.com Terms and Formulas</a> (Algebra to\nCalculus)<o:p></o:p></p><p class="MsoNormal">Article: <a href="https://mathematicstrategies.weebly.com/personal-dictionary.html">Why Make a\nPersonal Dictionary? </a>&nbsp;Mathematics Strategies<o:p></o:p></p><p class="MsoNormal">App: <a href="https://play.google.com/store/apps/details?id=com.theaccidentalmedico.maths&amp;hl=en_US&amp;gl=US">Maths\nDictionary</a> (Google Play) (high school students)<o:p></o:p></p><p class="MsoNormal"><a href="https://www.amazon.com/Math-Dictionary-Kids-Guide-Helping/dp/1618216171/ref=sr_1_1_sspa?dchild=1&amp;keywords=math+dictionary+for+kids&amp;qid=1616683907&amp;sr=8-1-spons&amp;psc=1&amp;spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUExOEg1SkoyVjlaUFdBJmVuY3J5cHRlZElkPUEwNzE5MDE0MUVHRkhOVlFPVUVKSSZlbmNyeXB0ZWRBZElkPUEwMjE2Njg3SDdQMTFGSFUzVTE0JndpZGdldE5hbWU9c3BfYXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ==">Math\nDictionary for Kids</a> \u2013 (grades 4-9) Print text<o:p></o:p></p><p>\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.teacherspayteachers.com/Browse/Search:blank%20math%20dictionary">TpT Blank\nMath Dictionary</a> search<font face="Acre Medium"><o:p></o:p></font></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands-on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"c4b15b60-5c76-46fa-8741-5f005ee32783",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-04T14:26:43.7200000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-04T14:30:54.9430000Z"}}},{Key:"L118",Title:"Permit the use of a hundred chart",Description:'<p class="MsoNormal"><span style="line-height: 107%;">When working to solve math problems,\nduring math and other classes that use math, the student should be permitted to\nuse a hundred chart.</span><span style="font-size:12.0pt;line-height:107%;\nfont-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">A hundred chart present a framework\nto understand and build a mental model of our base-ten number system.&nbsp; They can be useful to support a student who struggles\nwith math facts, computation (adding, subtracting, multiplying, and dividing), and\nunderstanding mathematical patterns.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A hundred chart is often more\nhelpful than a calculator because it supports the student in seeing the relationship\nbetween mathematical facts.&nbsp; Teams may\nwish to support&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A second grader uses a hundred\nchart to support his efforts to subtract multidigit numbers.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A third-grade cyber student uses\nan interactive hundred multiplication chart to work through multiplication\nproblems.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A seventh-grader uses a hundred chart\nin science class.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grader uses a hundred\nchart of multiples and factors to find common denominators.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Fluency with math facts is important for efficiency and\nutilization during more advanced math applications.&nbsp; If a student isn\u2019t\nfluent with their facts, they are slow to determine the answers to math\nproblems which causes problems for them in a classroom as well as while solving\nmath problems.&nbsp; Additionally, and perhaps more importantly, if the student\nneeds to calculate/process the answers to a simple fact, they are using\nvaluable brain/processing capacity to understand the simpler parts of advanced\nmathematics, leaving little room to understand the more advanced aspects.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:36.572Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",Considerations:'<p>&nbsp;If a student struggles early with number sense, they will quickly\nfall behind their peers and struggle throughout their career in math.&nbsp; It\nis important that this concept isn\u2019t overlooked (no matter how late it is\nidentified) as mathematics starts with a firm grasp on number sense.&nbsp;\nOften students who struggle with number sense can be overlooked because they\ncan \u201crote count,\u201d which leads to the assumption that they understand number\nsense.&nbsp; Without a firm grasp on this concept, they will struggle with more\nadvanced skills such as greater than/less than, decimals, fractions, etc.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:42.749Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",Considerations:"<p>Processes are present everywhere in education.&nbsp; We tend to\nproduce scripted ways to do most everything from steps to solve math problems\nto the process of writing a research paper.&nbsp; These processes are important\nbecause they provide a guide for how to complete tasks successfully.&nbsp;\nStudents that struggle with sequential reasoning need these processes and\nprocedures explained in detail.&nbsp; Additionally, they may need constant and\nconsistent reminders/prompts to sustain their abilities.&nbsp; Without an\nunderstanding of this issue, teachers become frustrated and believe that the\nstudent should be able to perform a process without support because it\u2019s been\ntaught to them already.&nbsp; By establishing consistent supports for students\nwho struggle with sequential reasoning they can often become very successful.&nbsp;</p>",Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:21.614Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:7},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Fluency with math facts is important for efficiency and\nutilization during more advanced math applications.&nbsp; If a student isn\u2019t\nfluent with their facts, they are slow to determine the answers to math\nproblems which causes problems for them in a classroom as well as while solving\nmath problems.&nbsp; Additionally, and perhaps more importantly, if the student\nneeds to calculate/process the answers to a simple fact, they are using\nvaluable brain/processing capacity to understand the simpler parts of advanced\nmathematics, leaving little room to understand the more advanced aspects.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:36.572Z"}}},Priority:9},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",Considerations:'<p>&nbsp;If a student struggles early with number sense, they will quickly\nfall behind their peers and struggle throughout their career in math.&nbsp; It\nis important that this concept isn\u2019t overlooked (no matter how late it is\nidentified) as mathematics starts with a firm grasp on number sense.&nbsp;\nOften students who struggle with number sense can be overlooked because they\ncan \u201crote count,\u201d which leads to the assumption that they understand number\nsense.&nbsp; Without a firm grasp on this concept, they will struggle with more\nadvanced skills such as greater than/less than, decimals, fractions, etc.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:42.749Z"}}},Priority:5},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",Considerations:"<p>Processes are present everywhere in education.&nbsp; We tend to\nproduce scripted ways to do most everything from steps to solve math problems\nto the process of writing a research paper.&nbsp; These processes are important\nbecause they provide a guide for how to complete tasks successfully.&nbsp;\nStudents that struggle with sequential reasoning need these processes and\nprocedures explained in detail.&nbsp; Additionally, they may need constant and\nconsistent reminders/prompts to sustain their abilities.&nbsp; Without an\nunderstanding of this issue, teachers become frustrated and believe that the\nstudent should be able to perform a process without support because it\u2019s been\ntaught to them already.&nbsp; By establishing consistent supports for students\nwho struggle with sequential reasoning they can often become very successful.&nbsp;</p>",Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:21.614Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://happynumbers.com/blog/how-the-hundred-chart-helps-students-add-subtract/" style="">How\nthe Hundred Chart Helps Students Add and Subtract</a> \u2013 Happynumbers.com<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.mathkidsandchaos.com/what-is-a-hundreds-chart/">What is a Hundreds\nChart and Why Use One?</a> Mathkidsandchaos.com <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.superteacherworksheets.com/hundreds-chart.html">Printable\nHundreds Charts</a> \u2013 Super Teacher Worksheets \u2013 Includes many different types\nof charts<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.teachertreasures.com/color-coded-number-chart/">Hundred Chart\nof Multiples and Factors</a> \u2013 Teacher Treasures<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://denisegaskins.com/2008/09/22/things-to-do-hundred-chart/">30+\nThings to do With a Hundreds Chart</a> \u2013 Denise Gaskins\u2019 Let\u2019s Play Math<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://toytheater.com/hundreds-chart/" style="">Interactive Hundred Chart</a> \u2013 Toy\nTheater<b><font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></b></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"f7b65065-b369-4640-ab03-1d8aafbad9ba",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-12-22T19:22:04.7590000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-12-22T19:28:24.9660000Z"}}},{Key:"L12",Title:"Provide a designated note-taker or photocopy of other student/teacher notes",Description:'<p><span style="line-height: 107%;">A student receives a copy of the quality notes that\nwere given during instruction.&nbsp;&nbsp;</span><br></p>',Considerations:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This accommodation is designed to support the learner by allowing\nthem to dedicate their full attention to the instruction without having to\nworry about taking good notes. &nbsp;By providing a copy of notes, an auditory\nlearner can attend fully to the instruction while still having the opportunity\nto review notes at a later time.<o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Sometimes this accommodation is also used when a student is\nworking on learning to take quality notes and/or struggles to take notes but\ncan still benefit from the note-taking process. &nbsp;This practice of having\ntwo copies of notes can be helpful as a learning tool later during review and\nstudy.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher arranges for a peer to make a photocopy of her notes\nfor a classmate.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher arranges for an upperclassmen tutor to take notes for\na student in middle school.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher posts a copy of her own class notes to her Google\nclassroom for students to download.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher encourages his students to use Google docs (or other\nnote-taking apps), which can then be shared with others in the class.</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A math teacher uses a document camera to record sample problems and class notes during instruction.&nbsp; At the conclusion of each class, the paper used to record notes is then provided to one of the students as a copy of class notes.</p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.google.com/docs/about/">Google Docs</a><o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://classroom.google.com/">Google Classroom</a><span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;color:#686868"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"75c84fba-21b7-4e32-a037-5b138e7dfeb7",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-12T15:09:35.6060000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-05-05T13:28:33.4300000Z"}}},{Key:"L120",Title:"Provide a digital version of text/books",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Staff\nshould provide the student with a digital copy of books, resource materials,\ntextbooks, and other items the student needs to read.</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">There are a variety of beneficial reasons to provide a child with a\ndigital copy of text and books, including:<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">&nbsp; &nbsp; *Resize text to meet visual needs<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">&nbsp; &nbsp; *Highlight and select text<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">&nbsp; &nbsp; *Use cursor and line selection to support tracking<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">&nbsp; &nbsp; *Interactivity (add comments, annotations, search, Look Up, synonym\nreferences, links, etc.)<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">&nbsp; &nbsp; *Use digital read-aloud tools<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">&nbsp; &nbsp; *It is easily transported and accessible from anywhere (assuming the\nchild has internet connectivity)<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">&nbsp; &nbsp; *Children are digital natives, so they often relate to digital text<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">If not already available, teams should discuss how documents should be\ndigitized, including processes and formats to be created.&nbsp; Most commonly used classroom items such as\nnovels, textbooks, and other popular materials can be purchased for a\nreasonable cost or downloaded for free.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">In some cases, teams may wish to empower the child to digitize their\ndocuments, specifically when considering older children.&nbsp; By doing so, teams are giving the child\ncontrol over their needs, which, when possible, is always a best practice.&nbsp; Teams may wish to discuss providing the child\nwith access to a scanner.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A student is provided with a\ndigital copy of his textbooks.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher\nprovides her student with a digital copy of \u201cThe Canterbury Tales\u201d so he can\nuse the synonym, Look Up, and search features to understand unknown words.&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:48.796Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},Priority:8},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:8},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:48.796Z"}}},Priority:8},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},Priority:5},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},Priority:8},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:3},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},Priority:1},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p style="margin-top: 0in; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.weareteachers.com/download-free-ebooks/">25 Ways Kids Can Read Free eBooks</a> \u2013 We are Teachers<o:p></o:p></p><p style="margin-top: 0in; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://support.microsoft.com/en-us/office/use-line-focus-in-immersive-reader-for-office-for-the-web-and-onenote-815d5ae2-9291-4d57-b6d5-780280da27c7">Use Line Focus in Immersive Reader for\nOffice for the Web and OneNote</a> \u2013 Microsoft<o:p></o:p></p><p style="margin-top: 0in; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://chrome.google.com/webstore/detail/oneline/pfdihdpobdolfdpoanloglnekonnhglh?hl=en-US">OneLine</a> \u2013 Chrome Extension \u2013\nHighlights one line at a time <o:p></o:p></p><p style="margin-top: 0in; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://chrome.google.com/webstore/detail/reading-ruler/phiedfcbjfjagnjikfbobmldbpmdcpfk?hl=en">Reading Ruler</a> \u2013 Chrome Extension<o:p></o:p></p><p style="margin-top: 0in; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US" target="_blank">Google\nRead and Write Extension</a><o:p></o:p></p><p style="margin-top: 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.naturalreaders.com/" target="_blank">Natural\nReader</a>&nbsp;-&nbsp;Upload\ntext and documents or convert to mp3 to listen to anywhere anytime<o:p></o:p></p><p style="margin-top: 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://chrome.google.com/webstore/detail/texthelp-pdf-reader/feepmdlmhplaojabeoecaobfmibooaid?hl=en-GB" target="_blank">Texthelp\nPDF Reader</a>&nbsp;- Chrome Extension<o:p></o:p></p><p style="margin-top: 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://www.chromevox.com/" target="_blank">ChromeVox</a>&nbsp;- Chrome (OS) screen\nreader<o:p></o:p></p><p style="margin-top: 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.apple.com/accessibility/mac/vision/" target="_blank">VoiceOver</a>&nbsp;\u2013 Screen reading\nthat is included with all Mac OS devices<o:p></o:p></p><p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.bookshare.org/cms/">Bookshare</a> \u2013\nFree, customizable, online ebook library that is free for people with\ndisabilities<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"cd81a9d6-a3f9-4266-b30f-5fa69ea63151",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-12-22T19:30:56.8270000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-12-22T19:57:39.4930000Z"}}},{Key:"L126",Title:"Provide for repetition of skills and concepts",Description:'<p><span style="line-height: 107%;">To ensure mastery, student should be provided ample opportunity to\nreview skills and concepts. &nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">The concept\nof a 7 repetition learning method has been well documented in learning research, and\nmost teachers readily plan for repetition during instruction and\nrehearsal.&nbsp; However, for a child with\nspecial needs, this well-known average number of repetitions may be\ninsufficient.&nbsp; Teams should consider that\nadditional repetitions may be necessary to master given content.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Repetition typically\nworks best if it involves a mixed balance of modalities and presentation/rehearsal\nstrategies.&nbsp; In other words, provide different\nways to present the concept as well as various ways for the student to rehearse\nthem.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams\nshould also consider the timing (spacing) of repetition.&nbsp; When a topic is first introduced teams may\nconsider a few repetitions within a short period of time.&nbsp; However, it is also important to plan for\nadditional repetitions spread out over time.&nbsp;&nbsp;</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;\nmso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A third grader is\npresented a new vocabulary list on Monday as part of the class.&nbsp; In addition to classroom activities, the\nstudent\u2019s learning support paraprofessional reviews the words three additional\ntimes throughout the week.&nbsp; Finally, the\nstudent\u2019s caregiver ensures they use an online vocabulary practice game each\nnight at home.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">In Algebra class a\nstudent is taught how to find the slope of a line.&nbsp; Typical classroom assignments are provided to\nrehearse finding slope.&nbsp; Additionally,\nafter the instructional unit on slope concludes, the student is provided two\nopportunities a week, in a mixed review assignment, to continue to rehearse the\nskill.&nbsp; Each skill reviewed on these\nassignments includes a QR code the student can scan to view sample problems of\nthe same type being rehearsed.&nbsp; Finally,\nthe student rehearses the skill during a weekly review/enrichment period with\ntheir teacher.<b><font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></b></span></p>',NeedsCategories:[{Name:"Reading Below Grade Level",Description:"A student reading below grade level cannot read and process information written at the lexile level normally presented at their current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:49:52.54Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.307Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:"ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.\nInclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involves learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.  Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.  Always\ndefine the reason(s) for inclusion and choose accommodations that support these\nreasons.  This clarity explains what success will look like and will make\ninclusion work!  It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d",Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:59:38.21Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Below Grade Level",Description:"A student reading below grade level cannot read and process information written at the lexile level normally presented at their current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:49:52.54Z"}}},Priority:3},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.307Z"}}},Priority:3},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},Priority:3},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:8},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},Priority:3},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:"ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.\nInclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involves learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.  Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.  Always\ndefine the reason(s) for inclusion and choose accommodations that support these\nreasons.  This clarity explains what success will look like and will make\ninclusion work!  It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d",Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:59:38.21Z"}}},Priority:2}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 0in; line-height: 12.9pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; vertical-align: baseline;"><a href="https://www.roadwaysliteracy.com/blog/repetition" target="_blank">Repetition, Repetition, Repetition\u2026Your Struggling Learners Need More of It!</a><a href="https://www.roadwaysliteracy.com/blog/repetition"></a>&nbsp; Roadways Literacy Academy \u2013\nwww.roadwaysliteracy.com<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 0in; line-height: 12.9pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; vertical-align: baseline;"><a href="https://www.thoughtco.com/vocabulary-reps-4135612#:~:text=So%2C%20just%20how%20many%20repetitions,over%20planned%20periods%20of%20time." target="_blank">Top 17 Exposures to Learn New Words</a>\n\u2013 Article about vocabulary acquisition - Thoughtco.com</p><p class="MsoNormal" style="margin-bottom: 0in; line-height: 12.9pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; vertical-align: baseline;"><a href="https://www.readingrockets.org/article/making-it-stick-memorable-strategies-enhance-learning" target="_blank">Making It Stick: Memorable Strategies to Enhance Learning</a><a href="https://www.readingrockets.org/article/making-it-stick-memorable-strategies-enhance-learning" target="_blank" style=""></a>&nbsp;\u2013 Article \u2013 Reading Rockets \u2013\nseveral strategies to make things \u201cstick\u201d all of which include the importance\nof repetition</p><p class="MsoNormal"><span style="font-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:\nminor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-theme-font:minor-latin"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"287ae40b-4b67-4257-87e8-badbf5cebf6c",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2023-01-31T14:54:07.8610000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2023-01-31T15:22:26.3890000Z"}}},{Key:"L127",Title:"Provide sentence stems (or sentence frame) to encourage discussion and class participation",Description:'<p class="MsoNormal"><span style="line-height: 107%;">During instruction and other classroom conversations, the\nstudent should be provided sentence stems to get their response started.<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Sentence stems help the child learn to communicate using\ncomplete sentences and thoughts. &nbsp;This is\nimportant as complete thoughts are how the mind encodes information.&nbsp; When a child speaks in one-word answers, they\nalso often demonstrate challenges remembering information.&nbsp; This is because the mind requires a complete\nthought to store and retrieve information.&nbsp;\nEncouraging a child to speak in complete thoughts with a sentence stem\nalso helps them develop memory skills.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Sentence stems help the student who is unable to respond to\nquestions in the form of a complete sentence.&nbsp;\nBy supporting the student\u2019s ability to respond with greater than\none-word answers, teams encourage the student\u2019s ability to communicate in\ncomplete thoughts.&nbsp; They provide an\nintermediate step as the student is growing past simple responses to ones that\ninclude a complete thought.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation helps boost class participation for the\nstudent who struggles to engage in conversation and answer questions.&nbsp; A sentence stem helps to encourage\nparticipation and reduces pressure by providing a starting point for a\nresponse.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams may also wish to consider providing sentence stems\nduring assignments and assessments.&nbsp; <u>See A65\n- Provide a sentence stem to begin short response and open-ended questions.&nbsp;</u><font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">My first step is/was\u2026<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">The character I would like to meet in real life is\u2026.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">During the experiment I noticed\u2026.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">My favorite part was\u2026.<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:2},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},Priority:10},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:2},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:8},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students that struggle with fluid reasoning often need to be guided\nthrough processes and new learning.&nbsp; They prefer to operate from a\n\u201cscript\u201d that clearly outlines how to solve a problem or complete a task.&nbsp;\nIt is essential for students to be given the opportunity to think/process\nthrough unique problems that are meaningful to them.&nbsp; Students who\nstruggle with fluid reasoning should be provided with the opportunity to\nprocess problems that are appropriately challenging to them without being\novershadowed by their peers.&nbsp; In inclusion environments, these students tend to take a back seat to their peers, so teams should create unique ways to\nencourage their engagement.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf" style="">Cognitive Functioning\nand Psychological Processing</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:41.697Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:3},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><a href="https://blog.esc13.net/how-to-use-sentence-starters-and-paragraph-frames/"><span style="line-height: 107%;">Help\nStruggling Writers Improve with Sentence Stems</span></a><span style="line-height: 107%;"> \u2013\nEducational Service Center<o:p></o:p></span></p><p class="MsoNormal"><a href="https://www.teachthought.com/critical-thinking/sentence-stems-higher-level-conversation-classroom/"><span style="line-height: 107%;">26\nSentence Stems for Higher-Level Conversations in the Classroom</span></a><span style="line-height: 107%;"> \u2013\nTeachthought.com<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><a href="https://www.flymathclub.com/blog/mathsentencestems"><span style="line-height: 107%;">25\nSentence Stems to Encourage Math Talk</span></a><span style="line-height: 107%;"> \u2013 Fly Math Club<font face="Arial, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"b29bba2c-3945-4a33-98d1-4b09c260dd5d",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-02-05T16:25:08.2930000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-02-05T16:26:40.2060000Z"}}},{Key:"L13",Title:"Provide a copy of any assignments or directions written on the blackboard/screen",Description:'<p class="MsoNormal">Students who struggle to learn or attend to tasks will often\nbe unable to record assignments and directions that are written on the\nblackboard (smartboard).&nbsp; By providing a\ncopy of these items, the teacher enables the student and other support\npersonnel (parents, aides, learning support teachers, etc.) to access the\ninformation, which significantly enhances the likelihood that the student will\ncomplete the assignment and practice/learn the intended content.<o:p></o:p></p>',Considerations:'<p><span style="line-height: 107%;">If a student appears to struggle with assigned\ntask completion, some assume that they ignored or deliberately chose not to\ncomplete it.&nbsp; Often the student then\nbecomes disengaged with learning when, in reality, they may have failed to\nrecord all or elements of an assignment.&nbsp; This failure, especially\ncontinuous failure, leads to lost learning opportunities as well as negative\nattitudes toward learning, homework, and assignments.&nbsp; By providing a copy\nof these items, the teacher is helping the student to have the opportunity to\ncomplete tasks.</span><br></p>',Examples:'<p class="MsoNormal">A student is encouraged to use his smartphone to take a\npicture of the teacher\u2019s chalkboard after posting an assignment.<o:p></o:p></p><p class="MsoNormal">A teacher takes a screenshot of his smartboard and posts it\nto his lesson plan site for his students to access.<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal">A teacher assists a student in recording an assignment from\nthe board into her notebook to take home.</p><p class="MsoNormal">A cyber teacher posts directions for assignments to her student\'s planner.</p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:5},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},Priority:10},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:5},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"b5805bab-0862-4ce8-add8-d120f0a3a49b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-12T15:34:51.8780000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T14:26:21.9000000Z"}}},{Key:"L139",Title:"Provide adaptation of writing/technological implement",Description:'<p class="MsoNormal">At times, a student may have difficulty grasping a writing\nimplement correctly due to decreased strength, tight muscles, or decreased\nfunctional movement. The writing/coloring device utilized may be too large or\ntoo small for the student.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">A student may demonstrate a nonfunctional grasp of the\nwriting implement within the classroom.&nbsp;\nWhen this occurs, adaptations can be performed to assist the child in\nfurther progression in class with increased independence, with minimal\nadjustments needing performed.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A kindergarten student presents with a quadrapod grasp while\ncoloring a picture, using standard crayons. Smaller, broken-in-half crayons may\nencourage the child to color with less digits on the crayon, encouraging a\ntripod grasp. <o:p></o:p></p><p class="MsoNormal">A second grader is holding his pencil awkwardly while\nwriting, causing fatigue and pain. When correcting the student, he habitually\ngoes back to how he was holding the pencil. A tripod pencil gripper is provided\nto the student to assist with proper grasp of the pencil. <o:p></o:p></p><p class="MsoNormal">A middle school student who has decreased upper-body\nmobility would like to use a stylus with his/her tablet. The stylus is too thin\nfor the student to grasp. Putty, foam or fabric can be wrapped around the stylus,\nbuilding it up to make grasping the stylus easier. <o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal">A high school student with decreased mobility of the digits\nwould like to type on a keyboard. The student is unable to extend his/her digits\nforward to type. A T-shaped item, such as two pencils with erasers on all ends\ncan be secured together, making a typing stylus for the student to isolate his/her\nmovements to press each individual key.&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source<o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-12T12:58:49.038Z"}}}],NeedsPriorities:[{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:5},{Need:{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source<o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-12T12:58:49.038Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.amazon.com/Pencil-Writing-Pencils-Utensils-TPG-21206/dp/B003BNBWYG">Pencil\nGrip Writing CLAW for pencils and utensils</a> \u2013 product \u2013 Amazon.com<o:p></o:p></p><p class="MsoNormal"><a href="http://assistive.dtsl.co.nz/products/17681-adjustable-t-bar-stylus.aspx">Adjustable\nT-Bar Stylus</a> \u2013 product \u2013 assistive technology from Desktop Technology\nServices Limited<o:p></o:p></p><p class="MsoNormal"><a href="https://www.amazon.com/tubing%EF%BC%8CBuilt-Utensils%EF%BC%8CFoam-Grip%EF%BC%8CCylindrical-Foam%EF%BC%8CSilverware-Hands%EF%BC%8CUtensil/dp/B08P9MFPM9/ref=asc_df_B08P9MFPM9/?tag=hyprod-20&amp;linkCode=df0&amp;hvadid=507663052233&amp;hvpos=&amp;hvnetw=g&amp;hvrand=6932168299383250613&amp;hvpone=&amp;hvptwo=&amp;hvqmt=&amp;hvdev=c&amp;hvdvcmdl=&amp;hvlocint=&amp;hvlocphy=9006083&amp;hvtargid=pla-1252107983682&amp;psc=1">Foam\ntubing to build up utensils and writing implements</a> \u2013 product \u2013 Amazon.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://shopping.lwtears.com/product/FGS20/handwriting?m=Retail">Flip Crayons</a>\n\u2013 product \u2013 Learning Without Tears<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"5d87f6c0-1226-421a-965b-8ceec6e0d6b7",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-09-08T18:03:18.2420000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-09-08T18:14:00.6830000Z"}}},{Key:"L14",Title:"Omit assignments that require copying",Description:'<p><span style="line-height: 107%;">Teachers should not expect the student to copy items, including from the\nboard, textbook, papers, assignments that require rewriting and other items.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">There are numerous reasons to implement this accommodation, including\nstudents who write slow, struggle with multitasking, struggle with processing\ndisorders, and auditory learners.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should consider pairing this accommodation with others\nsuch as </span><a href="https://actiondriveneducation.com/download/l12-provide-a-designated-note-taker-or-photocopy-of-other-student-teacher-notes/"><span style="line-height: 107%;">L12\n- Provide a designated note-taker or photocopy of other student/teacher notes</span></a><span style="line-height: 107%;">, </span><a href="https://actiondriveneducation.com/download/l13-provide-a-copy-of-any-assignments-or-directions-written-on-the-blackboard/"><span style="line-height: 107%;">L13\n- Provide a copy of any assignments or directions written on the blackboard</span></a><span style="line-height: 107%;">\nand </span><a href="https://actiondriveneducation.com/download/l18-provide-student-with-guided-notes/"><span style="line-height: 107%;">L18\n- Provide the student with guided notes</span></a><span style="font-size:13.5pt;\nline-height:107%;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A high school social studies student is to pay attention\nto a classroom lecture instead of copying notes.&nbsp; His teacher provides him with a copy of the PowerPoint.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">During a grammar lesson, an elementary teacher does not\nrequire a student to copy sentences from the board that includes punctuation\nerrors.&nbsp; Instead, a printed copy is provided\nthat the student is permitted to write over with a red pen.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"457583a1-79ad-4b0a-83cf-193f6bdd6c30",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-14T22:35:58.7750000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:37:02.9220000Z"}}},{Key:"L142",Title:"Provide handwriting model on right (for left-handed)",Description:'<p><span style="font-size:11.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:\nCalibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;\nmso-bidi-font-family:&quot;Times New Roman&quot;;mso-bidi-theme-font:minor-bidi;\nmso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">Students\nwho are left-handed face many challenges on a daily basis. One difficulty is\nthat when providing a writing sample, it is presented to the left side,\ncreating a visual deficit for the left-handed student who cannot see the model\nbecause the dominant hand is covering the formation of the\nletter/word/symbol/sentence etc.<b></b></span><br></p>',Considerations:'<p class="MsoNormal">This is appropriate for a student who is left-handed and\nforming letters/numbers incorrectly, demonstrating difficulty with writing\nprompts, frustration with writing tasks, increased time to complete written\nwork and pencil/crayon/pen smudges on paper making it look visually\noverstimulating.<b><o:p></o:p></b></p>',Examples:'<p class="MsoNormal">A kindergarten student is having difficulty writing his\nname. He is left-handed and has been given a model on the left side. He creates\na stroke with his pencil, moves his hand, creates another stroke and continues\nthis process, making his writing task frustrating and taking longer than\npeers.&nbsp; When the teacher can present the\nwritten name on the right side, the student is able to efficiently copy the\nname, with a clear sample and no interruptions.</p><p>\n\n\n\n</p><p class="MsoNormal">A left-handed third-grade student is attempting to complete a\ngraded worksheet in a timely manner. He/she is becoming frustrated by needing\nto move the left hand to read the questions provided. To avoid increased\nfrustration and meltdown, the teacher may present the questions on the left\nside of the paper, decreasing frustration and chance of meltdown.<o:p></o:p></p>',NeedsCategories:[{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source<o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-12T12:58:49.038Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},Priority:5},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:5},{Need:{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source<o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-12T12:58:49.038Z"}}},Priority:2},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://otswithapps.com/2012/10/26/creating-fillable-worksheet-with-writing-and-scanning-apps/">Adapting\nWorksheets for Students with Poor Handwriting Using your iPad</a> \u2013 Article \u2013\nOT\u2019s with Apps &amp; Technology<o:p></o:p></p><p class="MsoNormal"><a href="https://www.abcteach.com/documents/left-handed-writing-practice-manuscript-for-left-handers-handwriting-practice-worksheets-54982">Handwriting\nPractice: Manuscript Letters A-Z for left-handers</a> \u2013 &nbsp;downloadable activity - abcteach.com<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal"><a href="https://www.abcteach.com/documents/handwriting-practice-manuscript-letters-aa-zz-for-left-handers-zb-style-font-10551">Handwriting\nPractice: Manuscript Letters As-Zz for left handers</a> \u2013 downloadable activity\n\u2013 abcteach.com<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:0},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is confident",Description:"The student is sure of self and has no uncertainty of abilities.",__i:{guid:"e81dd1a1-a988-4df7-bce5-cb029cf3cfeb",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:51.357Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:57:52.495Z"}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands-on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"84f1f6b9-7bbc-4de4-93ed-8d78c077373c",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-09-08T17:36:13.5460000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-09-08T18:02:16.0170000Z"}}},{Key:"L143",Title:"Support appropriate posture/positioning",Description:'<p class="MsoNormal">Due to strength, sensory and/or functional limitations,\nstudent may need accommodations for proper posture within the classroom, as\nwell as postural breaks to decrease the risk of skin breakdown, muscle fatigue\nand contracture development. Some individuals may need a positioning device to\nassist with sensory input to assist with focusing on tasks.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">A student who demonstrates low muscle tone/sensory\nissues/risk of contractures and wounds/focusing difficulties demonstrated by\ninability to sit at a desk/in a chair/on a toilet/ appropriately may require\ncertain tools to complete the task or require specific modifications necessary\nto carry out the task with increased independence.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A student wheelchair-bound may need an adjustable desk to\nappropriately fit the student for productive classwork, so that student may\nperform work with functional independence. <o:p></o:p></p><p class="MsoNormal">A student who has decreased core strength may need rest\nbreaks between seated work. Student may demonstrate ability to sit for 30\nminutes in chair, then require a 15-minute rest supine to alleviate pressure\nareas such as tailbone to decrease the risk of a wound.<o:p></o:p></p><p class="MsoNormal">A student may need breaks throughout the day to stretch\ncertain muscles of the body, to prevent the risk of contractures (muscle\nshortening). <o:p></o:p></p><p class="MsoNormal">A student who prefers movement while learning may benefit\nfrom a specific cushion or stool to provide the sensory input that is necessary\nfor attention to tasks in classroom. Student may also benefit from a standing\ndesk area to increase focus. <o:p></o:p></p><p class="MsoNormal">An easel may be needed for student to print functionally at\nhis/her desk decreasing risk of forward flexion and back pain. <o:p></o:p></p><p>\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal">A student who may be getting leg pain or short stature, may\nbenefit from a stool under his/her feet to promote functional seated position\nof 90-90-90.&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source<o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-12T12:58:49.038Z"}}}],NeedsPriorities:[{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:2},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},Priority:1},{Need:{Name:"Coordination Deficit",Description:'<p class="MsoNormal">Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle\ngroups of our body. Gross motor examples are walking, ascending and descending\nstairs, balance, jumping, skipping, and hopping.&nbsp; Fine motor involves much smaller muscle\ngroups, focusing on a more refined ability such as pinching, gripping, eye-hand\ncoordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d\nwhen they walk, however they may need assistance with their gross motor\nabilities.&nbsp; At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such\nas printing and tying shoes. These students would need assistance with their\nfine motor tasks. A student who presents with such difficulties can appear as\nfrustrated, clumsy, refuse to participate, provide unacceptable work, and seem\nto have low muscle tone and strength.&nbsp;<o:p></o:p></p>',Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source<o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-12T12:58:49.038Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.therapyshoppe.com/category/3-seating-specialties-ball-chairs-sensory-wiggle-seats-therapy-air-cushions">Seating\nSpecialties</a> \u2013 Various seating options \u2013 Therapy Shoppe <o:p></o:p></p><p class="MsoNormal"><a href="https://www.rehabmart.com/product/flip-top-easel-17444.html">Portable Flip\nTop Easel</a> \u2013 RehabMart.com<o:p></o:p></p><p class="MsoNormal"><a href="https://www.rehabmart.com/product/height-adjustable-tilt-desk-17425.html">Height\nAdjustable Tilt Desk</a> \u2013 RehabMart.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.completerehabsolutions.com/blog/wheelchair-seating/">Wheelchair\nSeating</a> \u2013 article \u2013 Complete Rehab Solutions<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is confident",Description:"The student is sure of self and has no uncertainty of abilities.",__i:{guid:"e81dd1a1-a988-4df7-bce5-cb029cf3cfeb",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:51.357Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:57:52.495Z"}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:1},{Strength:{Name:"Self-advocates",Description:"Student is willing to speak up and advocate for things they need.",__i:{guid:"65f72f66-99b9-493e-9ff2-d6f46fe7e630",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-04T14:07:02.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-11T18:50:23.921Z"}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn\u2019t mind being interrupted",Description:"",__i:{guid:"0fb501e5-6712-41bb-9b77-eb5f835a60df",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:16:21.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-22T14:13:03.03Z"}}},Priority:1},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"50e50410-f582-48bf-acca-38077acf83f6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-09-08T17:15:23.5690000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-09-08T17:25:25.2960000Z"}}},{Key:"L146",Title:"Support the use of an App to assist with poor handwriting",Description:'<p class="MsoNormal">Students who demonstrate poor handwriting tasks or\ndifficulty printing within an appropriate amount of time can benefit from a\ncertain app to assist them. There are apps that can be utilized to snap a photo\nof the worksheet, then the student can type information required into the\nworksheet.<b> </b>There are also apps that can translate speech to text to\nassist with efficient and accurate note taking.<b><o:p></o:p></b></p>',Considerations:'<p class="MsoNormal">These apps would be beneficial with those who have poor handwriting\nskills, those with limited upper body strength and/or range of motion, and\nthose who can type faster and more efficiently than print. This may also be\nbeneficial for students who become over stimulated and frustrated with handwriting\ntasks.&nbsp;<o:p></o:p></p>',Examples:'<p class="MsoNormal">A second grader with limited upper body strength and motion\nis becoming frustrated filling out his worksheet. He would benefit from the app\nSnaptype. Snaptype will take a picture of the worksheet, and allow the student\nto type his answers into the appropriate space.<o:p></o:p></p><p class="MsoNormal">A middle school student is struggling with graphing\ncorrectly. The teacher notices that the student is plotting out the given\ninformation wrong. The student has the mathematical concept correct. An app\nthat could assist this student Desmos graphing calculator. The teacher and\nstudent can both observe the correct graph, and reduce frustration from the\nstudent. <o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal">A high school student has been taking notes in class,\nhowever when tested the student is not doing well. When the teacher looks at\nthe student\u2019s notes, they find that half of the notes are missing and\nhandwriting is very illegible. The student was having issues studying notes due\nto inaccurate and at times, missed information. The teacher suggested the\nstudent try Co:Writer Universal. This can be used as a predictive text\nsuggestion, or also speech to text.&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source<o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-01T13:34:41.536Z"}}}],NeedsPriorities:[{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},Priority:1},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:8},{Need:{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source<o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-01T13:34:41.536Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.snaptypeapp.com/" target="_blank">SnapType App </a><a href="https://www.snaptypeapp.com/"></a> \u2013\nComplete worksheets using device <o:p></o:p></p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/cowriter-universal-app/lahlmdogjpblkonckkgbljegkiijjbag?hl=en" target="_blank">Co:WriterUniversal App</a><a href="https://chrome.google.com/webstore/detail/cowriter-universal-app/lahlmdogjpblkonckkgbljegkiijjbag?hl=en"></a> \u2013 word prediction and speech recognition&nbsp;&nbsp; <o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal"><a href="https://apps.apple.com/us/app/desmos-graphing-calculator/id653517540" target="_blank">DesmosGraphing Calculator App</a><a href="https://apps.apple.com/us/app/desmos-graphing-calculator/id653517540"></a>&nbsp; - Increase\naccuracy of graphing efforts<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a self-starter",__i:{guid:"067cd497-bee3-4a07-9b7a-27a54f0a7872",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:03.688Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"04542a19-6eae-4e9d-87c5-b0b6a9e39c7f",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-11-10T13:14:37.1710000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-10T13:27:15.1180000Z"}}},{Key:"L148",Title:"Provide reference for letter identification/reversals",Description:'<p class="MsoNormal">Some students have difficulty with letter identification and\nreversals. Certain diagnoses such as ADHD, dyslexia, and dysgraphia can\ncontribute and exacerbate these issues.<b><o:p></o:p></b></p>',Considerations:'<p><span style="font-size:11.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:\nCalibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;\nmso-bidi-font-family:&quot;Times New Roman&quot;;mso-bidi-theme-font:minor-bidi;\nmso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">This\naccommodation is beneficial for any student, at any age who is having\ndifficulty with letter identification and reversals. Students who do not like\nto show they are different may not be interested in this accommodation, however\nit can be modified to be less conspicuous.&nbsp; &nbsp;</span><br></p>',Examples:'<p class="MsoNormal">A first-grade student frequently reverses letters and\nnumbers. His/her teacher has placed a letter and number strip at the top of the\ndesk to assist with the correct presentation of letters.<o:p></o:p></p><p class="MsoNormal">A fifth-grade child demonstrates issues with reversals while\nprinting in creative writing class. The teacher hands the student his\nassignment, with letters printed atop of the page to assist with reversals as a\nreference tool.<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal">A high school student with dyslexia demonstrates frustration\nwith writing tasks due to letter reversals, often impeding his/her grade.&nbsp; They are provided with a photo they keep on\ntheir phone, or a tiny letter reference they are allowed to place upon the desk\nto assist with guidance while performing a writing task.<o:p></o:p></p>',NeedsCategories:[{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:48.796Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:3},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:48.796Z"}}},Priority:1},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://printplaylearn.com/downloads/category/homeeducation/alphabet-charts/" target="_blank">AlphabetStrip </a><a href="https://printplaylearn.com/downloads/category/homeeducation/alphabet-charts/"></a> \u2013 printplaylearn.com <o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.teacherspayteachers.com/Browse/Search:alphabet%20strips/Price-Range/Free" target="_blank">FreeTpT Alphabet Strip Printables</a><a href="https://www.teacherspayteachers.com/Browse/Search:alphabet%20strips/Price-Range/Free"></a> \u2013 Teacherpayteachers.com<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys hands-on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:0}],__i:{guid:"33c6404d-689b-437f-baaa-ab6e789be12d",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-11-10T14:37:43.2460000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-10T14:41:06.3460000Z"}}},{Key:"L151",Title:"Display/document most important content for student to copy",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Important\ninformation should be displayed during instruction.&nbsp; This visual display is intended to emphasize the\nimportance of a given fact, procedure, or concept.&nbsp;&nbsp;</span><span style="font-size:12.0pt;\nline-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers must carefully consider\nand plan to write or display the most important aspects of a lesson.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Writing down the most important content\ncan create an excellent opportunity for coteaching.&nbsp; When teammates work together to be\nresponsible for teaching and then writing important content with one another,\nthey are creating a very natural way to highlight important concepts.&nbsp; <o:p></o:p></span></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should consider the best\nway to display content.&nbsp; For example, the\nuse of a chalkboard, displayed on a screen, written on a piece of paper that is\ndisplayed on a document camera (this paper could also then be provided to the\nstudent as a copy of notes (see L12 - Provide a designated note-taker or photocopy of other student/teacher notes</span>), etc.&nbsp;&nbsp;</p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">During a team-taught lesson, a teacher\nof a cyber class posts a comment in the chat to highlight the most important content\nbeing taught.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A social studies teacher\nprepares a Prezi(PowerPoint, Google Slides, etc.) presentation that presents a\nhighlight of the most important content as it is taught.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A math teacher uses a document camera to record sample\nproblems and class notes during instruction.&nbsp; At the conclusion of each\nclass, the paper used to record notes is then provided to one of the students\nas a copy of class notes.</span></p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"></span><span style="line-height: 107%;"> <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A teacher uses a\ngoogle doc that includes the most important content.&nbsp; The teacher then scrolls through the content\nas it is presented.<b><font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></b></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.307Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",Considerations:'<p>Children who have difficulty with auditory processing need\ntremendous amounts of support to understand the spoken language.&nbsp; Their\nbrain is unable (or struggles) to process information that is coming into their\nbrain through their ears.&nbsp; These students should be supported by providing\nthem with written text and other ways of learning.&nbsp; Phonics and other\nauditory ways of learning are typically ineffective.&nbsp; This student will\nconfuse letters and sounds, have difficulty sequencing what is heard, and will\nstruggle to sort out background sounds.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/receptive-language-disorder-child-day-in-life" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">A\nDay in the Life of a Child with Receptive Language Disorder</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:36:29.631Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",Considerations:'<p>To best understand how the structure of the language works, you\nshould think of a sentence with a blank in it.&nbsp; There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:24.357Z"}}},Priority:2},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.307Z"}}},Priority:2},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",Considerations:'<p>Children who have difficulty with auditory processing need\ntremendous amounts of support to understand the spoken language.&nbsp; Their\nbrain is unable (or struggles) to process information that is coming into their\nbrain through their ears.&nbsp; These students should be supported by providing\nthem with written text and other ways of learning.&nbsp; Phonics and other\nauditory ways of learning are typically ineffective.&nbsp; This student will\nconfuse letters and sounds, have difficulty sequencing what is heard, and will\nstruggle to sort out background sounds.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/receptive-language-disorder-child-day-in-life" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">A\nDay in the Life of a Child with Receptive Language Disorder</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:36:29.631Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://prezi.com/education/" style="" target="_blank">Prezi</a> \u2013 Create simple and engaging\npresentations<o:p></o:p></span></p><p class="MsoNormal">\n\n</p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.google.com/slides/about/" style="" target="_blank">Google Slides</a> \u2013 Free presentation\nsoftware<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2}],__i:{guid:"5b19aaed-dd81-4920-b845-17e0efa39e9a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-05-05T15:33:29.8250000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-05-09T13:31:54.8620000Z"}}},{Key:"L152",Title:"Provide a visual cue for left and right discrimination",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Provide\na visual cue or reminder to support a students\u2019 ability to identify and remember\nleft side vs right side.&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 14.98px;">This may be needed for the student to figure out which hand they use to write, which order to read, where to begin their letter formation, and any other reason these cues may be needed. At an early age, a visual cue would be beneficial on the desk to assist the student in learning left vs right. As the student becomes older, a less obvious prompt may be needed.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 14.98px;">This may be beneficial for those with dyslexia, as well as individuals with motor planning difficulties.<o:p></o:p></span></p><p></p><p class="MsoNormal"><span style="line-height: 14.98px;">A student who may want to conform to classmates may not be interested in this compensatory strategy within the classroom.</span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A\nkindergarten student cannot remember which hand to use for printing and cutting\ntasks. The teacher provides a bright-colored hand outline cut out and places it on\nthe student\u2019s right side of the desk as a visual cue. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A third-grader is trying to remember how to form her letters. Her teacher puts a\nsmiley face sticker on the top left corner of her desk as a visual cue to begin\nher letters at the top, left to right. <span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></span></span></p><p class="MsoNormal">\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high\nschool student in driver\u2019s education class is having difficulty with his turn\nsignals, and knowing when he is permitted to turn on red. A visual cue is\ncreated for this student, with a sticker placed above the right turn signal,\nhelping the student realize he may go \u201cright on red\u201d if there is not a sign\nstating otherwise.&nbsp;<span style="font-size: 14pt;"><o:p></o:p></span></span></p>',NeedsCategories:[{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:48.796Z"}}},{Name:"Written Expression",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.understood.org/articles/en/written-expression-disorder-day-in-life">&nbsp;A\nDay in the Life of a Child with Written Expression Disorder</a> - Understood.org</span><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:32:33.508Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/5-common-myths-about-dyspraxia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">5\nCommon Myths About Dyspraxia</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> \u2013 Understood.org</span></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:34:35.891Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:48.796Z"}}},Priority:1},{Need:{Name:"Written Expression",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.understood.org/articles/en/written-expression-disorder-day-in-life">&nbsp;A\nDay in the Life of a Child with Written Expression Disorder</a> - Understood.org</span><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:32:33.508Z"}}},Priority:2},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:2},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:4},{Need:{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/5-common-myths-about-dyspraxia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">5\nCommon Myths About Dyspraxia</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> \u2013 Understood.org</span></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:34:35.891Z"}}},Priority:2},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.twinkl.ca/resource/left-and-right-hand-poster-au-sl-2" style="">Left\nand Right Hand Poster</a> \u2013 sample poster from twinkl<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.pinterest.com.au/pin/439171401148686821/" style="">Left and Right Hand\nposters</a> - Pinterest<span style="font-size: 14pt;"><o:p></o:p></span></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"04f4dada-1daf-4c7e-a3ec-f2f2f7e527d6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-02-02T13:43:03.2700000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-02-02T13:53:16.3840000Z"}}},{Key:"L156",Title:"Provide a concise summary at the conclusion of each lesson",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Lesson closure\nis the opportunity to bring everything together in a concise statement or\nactivity that leaves the most meaningful content in the student\u2019s mind. &nbsp;It should be designed to highlight the most\nimportant content.</span><span style="font-size:12.0pt;line-height:107%;\nfont-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the types of\nclosure activities that may work best for a student.&nbsp; There are a variety of ways to provide a summary\nto a lesson.&nbsp; A teacher-provided concise\nsummary may not work best for every child.&nbsp;\nConsider this as a starting point and discuss other ways that might work\nbetter for the student (see ideas below).<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teachers should consider the\nquality of their conclusions to ensure it is providing meaningful content that\nsupports retention of important information.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">In a team-taught 6th\ngrade classroom, co-teachers take turns providing a summary of each day\u2019s\nlesson.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher provides a\nsummary statement which is posted on the screen at the conclusion of each\nlesson.&nbsp; This statement is briefly discussed\nwith the students prior to ending each lesson. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A third-grade teacher concludes each\nlesson with a \u201crepeat after me\u201d activity where she restates the most important\naspect(s) of the lesson.&nbsp; The students\nthen echo her statement. &nbsp;<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school science teacher\nconcludes each day with a \u201cTop Three List\u201d that includes the three most\nimportant connections from each lesson.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/working-memory-what-it-is-and-how-it-works?_sp=624640c7-b15a-40e8-a679-29f595649455.1641585048463"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">What\nis Working Memory?</span></a><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;Peg Rosen<o:p></o:p></span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:51:23.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/working-memory-what-it-is-and-how-it-works?_sp=624640c7-b15a-40e8-a679-29f595649455.1641585048463"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">What\nis Working Memory?</span></a><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;Peg Rosen<o:p></o:p></span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:51:23.969Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:2},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 0in; line-height: 12.9pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; vertical-align: baseline;"><a href="https://www.thoughtco.com/lesson-plan-step-5-closure-2081851" target="_blank">Writing a Lesson Plan: Closure and Context</a> \u2013 ThoughtCo.</p><p class="MsoNormal"><a href="https://www.edutopia.org/stw-school-turnaround-student-engagement-video" target="_blank">10 Powerful Instructional Strategies</a><span style="line-height: 107%;"> \u2013 Edutopia</span></p><p class="MsoNormal"><a href="https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley" target="_blank" style="background-color: rgb(255, 255, 255);">22 Powerful Closure Activities</a> - Edutopia</p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"380bbff4-7095-460c-b90f-7b1d1ff3fff6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-05-05T16:39:00.5940000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-05-05T16:42:33.8200000Z"}}},{Key:"L157",Title:"Provide lightly printed or dotted text for tracing",Description:'<p class="paragraph" style="margin:0in;vertical-align:baseline"><span class="normaltextrun">The child is\nprovided with a traceable document that encourages them to complete, written\nassignments while also practicing proper formation, neatness, and etc.<font face="Calibri, sans-serif"><o:p></o:p></font></span></p>',Considerations:'<p class="paragraph" style="margin:0in;vertical-align:baseline"><span class="eop">A student with poor coordination\nabilities may demonstrate the need for assistance in handwriting tasks. This\ncan be due to poor motor coordination, memory deficits, and visual-motor\ndeficits. Paper with the student\u2019s preferred color of text can be provided (using\na bright highlighter color) to trace or connect-the-dots can also be created in\nthe form of letters.&nbsp;<font face="Calibri, sans-serif"><o:p></o:p></font></span></p>',Examples:'<p class="paragraph" style="margin:0in;vertical-align:baseline"><span class="normaltextrun">A high school\nteacher uses Google\u2019s \u201cRaleway Dots\u201d font in Google Docs to change certain\nwords to a traceable (dotted) item in worksheets to encourage their student to\ntrace important words in notes.&nbsp; <o:p></o:p></span></p><p class="paragraph" style="margin:0in;vertical-align:baseline"><span class="normaltextrun">&nbsp;</span>A middle\nschool teacher provides a sample math problem for her students to use as a\nmodel.&nbsp; However, for one student who\nstruggles with creating neatly written examples, she creates an example using\nMS Word then changes the font color to yellow to encourage the student to trace\nthe letters and numbers in the sample problem.</p><p class="paragraph" style="margin:0in;vertical-align:baseline">A kindergarten\nchild cannot remember the formation of letters within his name. The teacher\nprovides the student with papers with his name already lightly highlighted on\nthe paper. He then is able to print on top of the highlight to assist him with\nletter formation, sequencing, and motor coordination skills.<br></p><p class="paragraph" style="margin:0in;vertical-align:baseline">A low-vision\nchild wants to be able to put his name on a paper. He is able to see the\ncontrast of white and black well. The teacher provides the student with a dark\npaper with the letters of his name in white. He is able to trace in the white\narea, demonstrating independence with printing his name.&nbsp;<br></p>',NeedsCategories:[{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},{Name:"Written Expression",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.understood.org/articles/en/written-expression-disorder-day-in-life">&nbsp;A\nDay in the Life of a Child with Written Expression Disorder</a> - Understood.org</span><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:32:33.508Z"}}},{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/5-common-myths-about-dyspraxia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">5\nCommon Myths About Dyspraxia</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> \u2013 Understood.org</span></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:34:35.891Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}}],NeedsPriorities:[{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.986Z"}}},Priority:2},{Need:{Name:"Written Expression",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.understood.org/articles/en/written-expression-disorder-day-in-life">&nbsp;A\nDay in the Life of a Child with Written Expression Disorder</a> - Understood.org</span><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:32:33.508Z"}}},Priority:5},{Need:{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/5-common-myths-about-dyspraxia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">5\nCommon Myths About Dyspraxia</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> \u2013 Understood.org</span></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.632Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:34:35.891Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal">Printable alphabet, numbers and more!&nbsp; - <a href="https://worldofprintables.com/category/kids-printables/">World of\nPrintables</a><o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://fonts.google.com/specimen/Raleway+Dots">Download\nGoogle\u2019s Raleway Dots Font</a> <o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys hands-on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"bef20fa9-c621-448d-8681-cf94d28bf0bf",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-06-09T19:29:13.8120000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-06-09T19:29:57.6880000Z"}}},{Key:"L158",Title:"Provide details explaining homework assignments",Description:'<p class="MsoNormal"><span style="font-size:12.0pt;line-height:107%;mso-ascii-font-family:\nCalibri;mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri">Additional\ndetails should be provided to support the student, and their after-school\nsupport network, in understanding homework assignments.</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who fail to complete homework\nassignments may benefit from additional details to help them remember, clarify,\nand understand an assignment.&nbsp; Teachers\nshould \u201cstep outside of themselves\u201d and look at an assignment as an unknowing\nthird party to identify why an assignment may not be understandable.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">The student and support network\nshould regularly communicate with teachers to express appreciation for and\nprovide feedback on the clarity of the details being provided.&nbsp; This practice can help to ensure adequate\ndetails are being delivered and help to save the teacher time.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teachers and parents should\nrecognize that the child is the audience for this clarification effort.&nbsp; Care and consideration should be taken to\nprovide these details in a way that is understandable and accessible to the\nchild.&nbsp; The child\u2019s support network\nshould recognize their role as a resource by always encouraging them to attempt\nto gain an understanding on their own before stepping in.&nbsp; Additionally, parents and/or other support\nnetwork members should recognize that their role may be to help the child understand\nthe assignment, not actually do it.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the most\nappropriate way of providing additional details for the student.&nbsp; See the examples below for some ideas.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A sixth-grade English teacher\nannotates on the side of each section of a grammar homework assignment.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade teacher uses their\nphone to create a voice recording that provides additional details on how to complete\na math assignment.&nbsp; The recording is emailed\nto the student\u2019s parent.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A seventh-grade cyber teacher provides\nan additional narrative about assignments in the recorded lesson.&nbsp; All students can replay this portion as\ndesired.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A first-grade teacher writes\nadditional notes in a student\u2019s assignment book.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A Geometry teacher uses Google\nDocs to share all homework assignments with their students.&nbsp; The teacher adds a \u201ccomment\u201d or \u201cnote\u201d at the\nbeginning of each document that provides clarifying details for the\nstudents.&nbsp; All students have access to the\ndocument and notes/comments.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.307Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/working-memory-what-it-is-and-how-it-works?_sp=624640c7-b15a-40e8-a679-29f595649455.1641585048463"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">What\nis Working Memory?</span></a><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;Peg Rosen<o:p></o:p></span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:51:23.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-executive-functioning-issues">A\nDay in the Life of a Child with Executive Functioning Issues</a> \u2013 Understood.org<o:p></o:p></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:50:16.28Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.307Z"}}},Priority:3},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:8},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/working-memory-what-it-is-and-how-it-works?_sp=624640c7-b15a-40e8-a679-29f595649455.1641585048463"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">What\nis Working Memory?</span></a><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;Peg Rosen<o:p></o:p></span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:51:23.969Z"}}},Priority:3},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:7},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},Priority:3},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:2},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-executive-functioning-issues">A\nDay in the Life of a Child with Executive Functioning Issues</a> \u2013 Understood.org<o:p></o:p></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:50:16.28Z"}}},Priority:8},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}},Priority:2}],RelatedLinks:'<p class="MsoNormal"><a href="https://thrivingyoungteachers.com/10-reasons-why-students-dont-do-homework/" target="_blank">10 Reasons Why Students Don\u2019t Do Homework</a><span style="line-height: 107%;"><a href="https://thrivingyoungteachers.com/10-reasons-why-students-dont-do-homework/"></a> \u2013 Article \u2013 Inspired Together\nTeachers<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"960bdb7f-89d9-4d4d-8abd-95bff8237bce",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-09-02T18:09:01.4900000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-02T18:13:00.4050000Z"}}},{Key:"L159",Title:"Present/display assignments, announcements, and other information using a consistent process",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Items such\nas daily homework assignments, class announcements, upcoming events, and other\nimportant information should be presented using a consistent method.&nbsp; As much as possible, the established method\nshould be consistent and include attention to all learning styles.</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers\nand parents should use a consistent method of recording, sharing, and displaying\nimportant and repetitive information for the student.&nbsp; Consistency supports the student in a variety\nof ways including the fact that they know where to find information such as daily\nhomework assignments, upcoming deadlines and events, and class\nannouncements.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Consider coupling\nconsistent visual presentations with equally consistent verbal messages.&nbsp; For example, by establish a routine that\ncouples visually recording a homework assignment in the same location on the\nboard with a verbal presentation of each day\u2019s homework assignment two minutes\nprior to the end of class, teachers can ensure that they are supporting their\nstudents consistently through different modalities.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">For\nassignments with longer timelines such as projects or research papers, consider\npresenting items such as a count-down board and a short daily verbal reminder\nof how many days remain before the due date.&nbsp;\n<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">If appropriate,\nteams may also wish to discuss consistency across environments.&nbsp; In many cases it may be most helpful to an\nindividual student if all teachers use a similar process.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Among\nothers, consider how to present the following consistently:<o:p></o:p></span></p><ul><li>\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Daily homework assignments<o:p></o:p></span></li><li>\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Deadlines for extended assignments<o:p></o:p></span></li><li>\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Class/school announcements such as assemblies, state testing, etc.<o:p></o:p></span></li><li>\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Items to be addressed at home/returned to school like permission slips,\nevent registration, etc.<o:p></o:p></span></li><li>\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Upcoming test reminders<o:p></o:p></span></li><li><span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span><span style="line-height: 107%;">Upcoming events</span><br></li></ul>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A parent uses a shared calendar\nwith their child to help keep track of upcoming family events.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school science teacher hangs\na white board to the side of their classroom where they post important announcements\nfor the class.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher concludes each\nlesson with a full-screen display of each day\u2019s assignments including the number\nof days until a larger assignment is due. &nbsp;Additionally, the teacher talks about each\nassignment while the slide is on screen.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A first-grade teacher divides a\nsmall section of their board into an area that is used to record daily assignments\nand reminders of upcoming activities.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher\nuses a shared calendar to post daily and long-term deadlines of assignments.&nbsp; The teacher concludes each day by displaying\nthe calendar for the class to discuss each night\u2019s assignment as well as\nupcoming deadlines for longer term reports.&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. In general, the less the student has on his mind, the\nmore space there is available for learning.\n\nConsider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings. There are similarities between the two, and they indeed share\nmany accommodations.',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:55:32.858Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/working-memory-what-it-is-and-how-it-works?_sp=624640c7-b15a-40e8-a679-29f595649455.1641585048463"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">What\nis Working Memory?</span></a><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;Peg Rosen<o:p></o:p></span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:51:23.969Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-executive-functioning-issues">A\nDay in the Life of a Child with Executive Functioning Issues</a> \u2013 Understood.org<o:p></o:p></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:50:16.28Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}},{Name:"Visual Learner",Description:"A visual learner has strengths in learning that involve graphs, maps,\ndiagrams, charts, and other visual means to \u201csee\u201d their learning.",Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:51:09.85Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. In general, the less the student has on his mind, the\nmore space there is available for learning.\n\nConsider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings. There are similarities between the two, and they indeed share\nmany accommodations.',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:55:32.858Z"}}},Priority:6},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/working-memory-what-it-is-and-how-it-works?_sp=624640c7-b15a-40e8-a679-29f595649455.1641585048463"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">What\nis Working Memory?</span></a><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;Peg Rosen<o:p></o:p></span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:51:23.969Z"}}},Priority:6},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.345Z"}}},Priority:6},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.274Z"}}},Priority:2},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:4},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-executive-functioning-issues">A\nDay in the Life of a Child with Executive Functioning Issues</a> \u2013 Understood.org<o:p></o:p></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:50:16.28Z"}}},Priority:6},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}},Priority:2},{Need:{Name:"Visual Learner",Description:"A visual learner has strengths in learning that involve graphs, maps,\ndiagrams, charts, and other visual means to \u201csee\u201d their learning.",Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:51:09.85Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;">Article:\n</span><a href="http://www.parentguidenews.com/Articles/HelpingSpecialNeedsKidsLearnUnfamiliarThings" target="_blank">Helping Special Needs Kids Learn Unfamiliar Things</a><span style="line-height: 107%;"><a href="http://www.parentguidenews.com/Articles/HelpingSpecialNeedsKidsLearnUnfamiliarThings" style=""></a> \u2013 Michael Furino in Special\nNeeds<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Article:\n</span><a href="https://www.ldexplained.org/educational-strategies-lp/for-parents-of-children-with-adhd/importance-of-routine-for-children/" target="_blank">Importance of Routing for Children with LD and ADHD</a><span style="line-height: 107%;"><a href="https://www.ldexplained.org/educational-strategies-lp/for-parents-of-children-with-adhd/importance-of-routine-for-children/" style=""></a> \u2013 Learning Disabilities Explained<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"a80565b2-964d-477f-b1c7-8402b791415a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2022-10-21T12:26:50.9150000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-10-21T12:31:49.7820000Z"}}},{Key:"L16",Title:"Highlight the most important parts of reading assignments",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Highlight the most important aspects of text before the\nstudent reads an assignment, textbook, novel, or another item.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should consider the length of assignments to match\nthis accommodation to the student\u2019s needs.&nbsp;\nIn some cases, a student may only require the support of highlighting\nfor longer passages.&nbsp; Teams should\ndetermine the length of a reading assignment that presents a comprehension\nchallenge to the student and then plan to highlight any text that exceeds the student\u2019s\nindependent ability.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should include the student\u2019s independent reading\nlevel in their present levels of performance.&nbsp;\nThis information can also be used to discuss the need for highlighting\ntexts that exceed the independent level.&nbsp;\nIn many cases, the student may find success reading texts that are at or\nbelow their reading level and only require assistance for more challenging\ntexts.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A physics teacher highlights a copy of his textbook for\na student to use to complete homework assignments.&nbsp; This textbook is then used for future\nstudents that may also benefit from this type of support.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school English teacher highlights important\nelements of the plot in the book Holes before reading it with her\nclass.&nbsp; </span></p><p class="MsoNormal"><span style="line-height: 107%;">A teacher uses her virtual classroom to post a pdf copy of text which she has highlighted to emphasize important parts for her student.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://readabilityformulas.com/free-readability-formula-tests.php"></a></span></p><p class="MsoNormal"><a href="http://www.adlit.org/strategies/23332/#:~:text=Selective%20Highlighting%2FUnderlining%20is%20a,%2C%20and%20different%20skill%2Dlevels.&amp;text=As%20students%20study%2C%20selective%20highlighting,essential%20information%20within%20a%20text.">Selective\nHighlighting</a> \u2013 AdLit.org&nbsp;</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.youtube.com/watch?v=yQjQpgF_WNM" target="_blank" style="box-sizing: inherit; transition: all 0.1s ease 0s;">How to Highlight Text in Google Docs</a>&nbsp;- YouTube Video - DeShaun Johnson</span></p><p class="MsoNormal"><span style="line-height: 107%;"><a href="https://readabilityformulas.com/free-readability-formula-tests.php">Readability\nFormulas</a></span><span style="line-height: 107%;">: A free online tool to help determine the readability\nof a given text.&nbsp; Simply paste some text\nin the box to determine the reading level.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"bf5d0bf0-bfe4-4fed-ae0d-d800c8708aa0",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T19:42:40.8620000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-22T16:41:27.1970000Z"}}},{Key:"L18",Title:"Provide student with guided notes",Description:'<p>A \u201cnotetaker\u201d (also called\nGuided Notes) is an outline type of document that supports a student in taking\nnotes. Instead of needing to record full sentences, a student completes missing\nsingle words or small phrases as the teacher lectures. &nbsp;Frequently the\nmissing items highlight the essential aspects of a lesson and are the key\npoints from the lecture. <o:p></o:p></p><p>\n\n</p><p>Additionally, \u201cnotetakers\u201d\ncan be provided to support a student during reading. &nbsp;Similar to a\nlecture, a notetaker can also help a student when they read.<font face="Segoe UI, sans-serif"><o:p></o:p></font></p>',Considerations:'<p>Students should be supported\nwith a \u201cnotetaker\u201d when they cannot take quality notes, need support in paying\nattention in class or struggle with the ability to multitask.<o:p></o:p></p><p>A good \u201cnotetaker\u201d can\nassist the student in attending to instruction as it provides a logical flow\nfor instruction.<o:p></o:p></p><p>\u201cNotetakers\u201d can often be\nused by co-teaching teams to help to organize the lesson and to provide\nopportunities for co-planning.<o:p></o:p></p><p>Co-teaching teams can use\n\u201cnotetakers\u201d as a way to employ the one teach-one highlight approach to team\nteaching.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p>\u201cNotetakers\u201d help to ensure\nthat a student has taken quality notes. &nbsp;They can be a formative\nassessment item as well.<font face="Segoe UI, sans-serif"><o:p></o:p></font></p>',Examples:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher uses his virtual\nclassroom to provide a downloadable version of guided notes to his\nstudents.&nbsp;&nbsp;</span><o:p></o:p></p><p>A social studies teacher\nprovides a guided note sheet daily to help his class follow along and record\nthe most important parts of the instruction. &nbsp;He then uses each notetaker\nas a review the following day by discussing the correct answer for each blank.<o:p></o:p></p><p>A science teacher uses notetakers\nas bonus points for students who complete them. &nbsp;A&nbsp; student with special needs is required to complete a notetaker as an accommodation to his IEP.<o:p></o:p></p><p>\n\n\n\n</p><p>An English teacher provides\na \u201cnotetaker\u201d that helps the students to attend to reading. &nbsp;The most\nimportant points from the plot, as well as text features, are highlighted.<font face="Segoe UI, sans-serif"><o:p></o:p></font></p>',NeedsCategories:[{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:42.631Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://www.specialconnections.ku.edu/?q=instruction/universal_design_for_learning/teacher_tools/guided_notes#:~:text=Guided%20notes%20require%20students%20to,any%20discipline%20or%20subject%20area.">Guided\nNotes</a> \u2013 The University of Kansas \u2013 Specifically discusses how guided notes\nsupports students with special needs as well as their value and how they are developed.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.theteachertoolkit.com/index.php/tool/guided-notes">Guided\nNotes</a> - The Teacher Toolkit \u2013 A guide to developing and implementing guided\nnotes in your classroom<o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good 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well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"35aaa81d-1ffe-44ba-b9b3-dd0b14ba3886",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-14T22:49:57.2300000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-07-20T13:20:51.1090000Z"}}},{Key:"L2",Title:"Couple oral with print directions",Description:'<p class="MsoNormal"><span style="line-height: 107%;">By providing this support, you help students through\ndifferent modalities and provide the student with two ways to understand essential\ntasks.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This support should be used to help students to understand\ndirections better.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">This support also helps students to have a way to look\nback at oral directions to help them to remember once the oral presentation has\npassed.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">This support helps auditory learners and those who\nstruggle to read.&nbsp; It is often successfully coupled with other\naccommodations such as highlighting and text/speech options.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A teacher gives a rubric that will be used to evaluate a\nproject and takes time to explain all components to the entire class.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A teacher provides a worksheet to her students then\ntakes a minute to speak specifically to a student that benefits from written\ninstructions coupled with oral directions.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A teacher gives a test to his students; then, a\nco-teacher speaks with a student to explain those directions.</span></p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher adds a sound file\nattachment to her assignments, including her voice reading the directions and\nproviding additional guidance to support her students.&nbsp;&nbsp;</span><o:p></o:p></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand 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In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  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In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:3},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.screencastify.com/blog/beginners-guide-educators" style="">A\nBeginner\'s Guide to Screencastify for Teacher\'s</a>&nbsp;- virtual tool</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"6fb36ace-f92d-4bd0-987a-467e4c8d75e1",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-18T14:38:32.8670000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-08T14:45:49.3770000Z"}}},{Key:"L20",Title:"Divide work into mini-assignments that can be completed as appropriate in different settings",Description:'<p class="MsoNormal"><span style="mso-bidi-font-size:13.5pt;line-height:107%;\nmso-bidi-font-family:&quot;Segoe UI&quot;">Divide larger assignments into smaller,\nlogically organized assignments that can then be completed in shorter periods\nand/or provide for frequent breaks to give a feeling of accomplishment.<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="mso-bidi-font-size:13.5pt;line-height:107%;\nmso-bidi-font-family:&quot;Segoe UI&quot;">Students who give their best effort but are\nunable to complete longer assignments can benefit from this\naccommodation.&nbsp; In some instances, a student may benefit from having\nassignments broken into smaller chunks to make them more manageable.&nbsp;<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="mso-bidi-font-size:13.5pt;line-height:107%;\nmso-bidi-font-family:&quot;Segoe UI&quot;">Teams should determine how long assignments\nshould take to complete and add details to the accommodation. &nbsp;Depending on the learner, a mini-assignment\nmay take two minutes or twenty minutes. Teams should discuss this to provide the\nnecessary clarity.<o:p></o:p></span></p>',Examples:'<p class="MsoNormal"><span style="mso-bidi-font-size:13.5pt;line-height:107%;\nmso-bidi-font-family:&quot;Segoe UI&quot;">A math teacher breaks a homework assignment\ninto three sections, so a student completes one part at a time.<o:p></o:p></span></p><p class="MsoNormal"><span style="mso-bidi-font-size:13.5pt;line-height:107%;\nmso-bidi-font-family:&quot;Segoe UI&quot;">A high school social studies teacher breaks a\nresearch assignment into fifteen sections that are tracked on a checklist and\nturned in for verification.</span></p><p class="MsoNormal"><span style="mso-bidi-font-size:13.5pt;line-height:107%;\nmso-bidi-font-family:&quot;Segoe UI&quot;"><o:p>A cyber teacher posts an assignment in her virtual class.&nbsp; The assignment includes sections that can be submitted separately so her students can take a break without losing their work.</o:p></span></p><p class="MsoNormal">To support her student in taking three breaks\nin the evening while reading, an English teacher breaks the assignment of\nreading a chapter into three sections based on setting changes.<br></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="mso-bidi-font-size:13.5pt;line-height:107%;\nmso-bidi-font-family:&quot;Segoe UI&quot;">An elementary teacher divides a reading\nassignment into a portion that will be completed in class and a part that will\nbe completed at home and provides each section on a different sheet of paper.<o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:5},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://effectiveeffortconsulting.com/breaking-projects-into-small-manageable-steps/"><o:p></o:p></a></p><p>\n\n</p><p class="MsoNormal"><span class="MsoHyperlink"><a href="https://effectiveeffortconsulting.com/breaking-projects-into-small-manageable-steps/">Breaking\nprojects down into small, manageable steps tutorial</a></span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a self-starter",__i:{guid:"067cd497-bee3-4a07-9b7a-27a54f0a7872",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:03.688Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"efb2319c-7ad7-49b8-b333-2baff76d9877",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-14T23:07:52.7030000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T15:27:09.4660000Z"}}},{Key:"L21",Title:"Cue student prior to presenting important points",Description:'<p class="MsoNormal"><span style="line-height: 107%;">During instruction, the teacher or co-teacher should cue\nthe student before the presentation of the main point from the lesson.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Research shows that the typical person can sustain\nattention for ten to fifteen minutes.&nbsp;\nHowever, for a child with a disability, even this range can be\nunattainable.&nbsp; For students who struggle\nwith attention disabilities, it is far more likely that their ability to pay\nattention is 3-7 minutes at a time.&nbsp; By\ncueing the student before the main points are presented, teachers are significantly\nincreasing the likelihood that they will meet achievement expectations.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Additionally, students who struggle with various\nperceptions and memory issues are likely to become fatigued at a rapid\npace.&nbsp; These students must work extra\nhard to maintain attention for the length of a class period.&nbsp; By cueing before presenting important points,\nthe teacher is telling this student when they need to be working their\nhardest.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school science teacher places an outline on the\nboard that shows blanks where her presentation\'s main points will\noccur.&nbsp; When the main point is made, she\ngoes to the board and taps it before writing it down.&nbsp; Two students that struggle with attention\nrecognize this cue as an indicator that a central point is about to be\npresented.&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber teacher pings her student with a private message when she\'s about to present the lesson\'s main point.</span></p><p class="MsoNormal"><span style="line-height: 107%;"> <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school math teacher gains eye contact with one of\nhis students each time before presenting a main point in the lesson.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A first-grade teacher calls the name of her student before\npresenting the main point of a language arts lesson.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://people.bethel.edu/~shenkel/teachingmethods/CueInfo/Cues.html">Instructional\nCues</a> \u2013 Examples of Cues<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://degree.utpb.edu/articles/education/cues-boost-classroom-productivity.aspx">How\nSpecial Educators Can Use Cutes to Boost Classroom Productivity</a> \u2013\nUniversity of Texas</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"deb17b2c-af6f-4968-8268-6b04896adb4a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-18T14:43:03.9910000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T17:28:49.2920000Z"}}},{Key:"L22",Title:"Review assignment directions with the student",Description:'<p class="MsoNormal"><span style="line-height: 107%;">After providing assignment directions to the class, the\nstudent is offered the opportunity to review the instructions to ensure understanding\nas well as to clarify any misunderstandings.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with organization, struggle to\ncomprehend spoken directions, have attention issues, or demonstrate the need\nfor repetition to gain an understanding, can benefit tremendously by being allowed\nto review assignment directions.&nbsp; By\nproviding a one-on-one opportunity to discuss the instructions for assignments,\nthese students are much more likely to not only understand the task but also to\ncomplete the assignment.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">After an elementary teacher gives any assignment, an\ninstructional aid stops by two students in a class to discuss the directions in\ndetail and clarify any misunderstanding.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">In a high school Chemistry class, one student is\npermitted the opportunity to discuss assignments with a classmate with whom\nhe\u2019s established a relationship of trust.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Once the class begins working, a middle school math\nteacher stops by the desk of a student with attention difficulties to discuss\nthe assignment\u2019s directions.</span></p><p class="MsoNormal">A cyber teacher meets briefly with his student after class to review the direction for an assignment.&nbsp;&nbsp;</p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:5},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:7},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:7},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:5},{Need:{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:52.407Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.wgu.edu/heyteach/article/guide-giving-clear-instructions-students-that-they-will-actually-follow2001.html">A\nGuide to Giving Clear Instructions to Students (That They Will Actually Follow)</a>\n\u2013 Nancy Barile - WGU<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"f07a81b7-f5fe-4c29-9604-a945572beef6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-18T14:47:08.6080000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T16:26:37.7510000Z"}}},{Key:"L23",Title:"Provide visuals to support all verbal presentations",Description:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Visuals are designed to support students\nwho benefit from being able to see what they are learning.&nbsp; Visuals can include diagrams, outlines, demonstrations,\npictures, movies, objects, and other things a student can see to support\nlearning.&nbsp;&nbsp;<span style="font-size:\n13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Considerations:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">With the increasing influence of video\ngames, the internet, and television, a student\u2019s ability to learn from visuals\nhas become a honed skill.&nbsp; Likewise, so\ntoo has a student\u2019s inability to learn from just the spoken word. <o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A multitude of students who can benefit\nfrom this accommodation include those who lack life experiences, struggle to\nconceptualize new learning, those who struggle with mental processes, and those\nwho need support in paying attention to lectures.<span style="font-size:\n13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Examples:'<p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A virtual middle school social studies teacher\nuses short video clips to highlight all instruction she provides.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A middle school science teacher provides <a href="https://actiondriveneducation.com/download/l18-provide-student-with-guided-notes/">guided notes</a> that include a picture icon at the beginning of each\nline of notes.<o:p></o:p></p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A high school English teacher uses a\nvisual aid that shows the relationship between the characters of a story.&nbsp; <o:p></o:p></p><p>\n\n\n\n\n\n</p><p style="margin: 0in 0in 7.5pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary teacher uses a picture to\nrepresent every vocabulary word discussed during a math lesson.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:3},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:3},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:3},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.edutopia.org/article/making-most-visual-aids">Making the Most\nof Visual Aids</a> \u2013 Jennfier Davis Bowman - Edutopia<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"8f20b09d-d160-47f4-aecd-4481d717aced",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-18T14:52:10.6880000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-14T13:47:16.6110000Z"}}},{Key:"L24",Title:"Modify homework assignments to include only (set number of minutes) of work",Description:'<p><span style="line-height: 107%;">Assign the student no more than (set number of minutes) of homework for\neach class per night.&nbsp; Larger assignments\nshould be averaged out across the entire timeline of the assignment and\nconsidered as part of the homework for each night.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Spending too much time working on homework can be a\ndetriment to a student for a variety of reasons.&nbsp; Design homework to support the student\u2019s\nlearning.&nbsp; Teams should consider making\nmodifications to homework expectations at any point that it becomes more of a\nproblem than support.&nbsp; Please note that\nthis accommodation isn\u2019t designed to eliminate the expectations associated with\nhomework; it is designed to make homework meaningful.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teachers should consider utilizing this accommodation\nfor students who work slower than their peers for any reason.&nbsp; In cases where the student works slower than\nhis peers, teachers need to understand that across the years of work, these\nstudents tend to become students who refuse to do their homework.&nbsp; A tremendous amount of time spent in\nfrustration working on completing a task that is often not correct will result\nin the all-too-typical \u201cI don\u2019t care attitude\u201d demonstrated by middle and high\nschool students.&nbsp; Preventing the\ndevelopment of this attitude by reducing an assignment is a much better\noption.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Many students require the support of an adult during\nskill rehearsal, so a large amount of homework without the support of an adult\nto complete it may be a detriment to this student.&nbsp; <o:p></o:p></span></p><p class="MsoNormal">\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">It may be appropriate for teams to consider\nreducing homework in only a specific class or classes based on the child\u2019s\ndisability.<font color="#ff0000" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary teacher with a student who struggles with\nreading fluency assigns a shorter practice passage to her student for homework.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school social studies teacher modifies an\nassigned research paper to support a student with special needs who takes\nlonger to read than his peers.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school math teacher assigns the even only\nproblems to a student who struggles with math fact fluency.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:25.113Z"}}},Priority:10},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:5},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.psychologytoday.com/us/blog/teen-angst/201504/homework-hour-day-is-all-the-experts-say">Homework:\nAn Hour a Day is All the Experts Say</a> \u2013 Raychelle Cassada Lohmann Ph.D.\nPsychology Today</p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"ae9c037e-051b-4b53-9cab-f6c537344552",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-14T23:13:14.4520000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T13:55:46.9890000Z"}}},{Key:"L25",Title:"Provide mnemonic strategies across all subjects to teach and recall processes and sequence",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Mnemonic strategies provide an acoustic or visual cue to\nassist the student in remembering processes and order.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with recalling processes or the\norder of items will often benefit from mnemonic strategies.&nbsp;&nbsp; Students who are taught the process and\nunderstand each step but often struggle to be able to complete each step\nwithout adult assistance are often students who can benefit from the support of\na mnemonic strategy.&nbsp; Teachers will know\nthat a student would benefit from a mnemonic when they can complete an\nassignment or task with an adult or peer, reminding them of the process.&nbsp; Additionally, if the student is continually\nasking, \u201cWhat comes next?\u201d they would also likely benefit from mnemonic\nstrategies.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">If a student needs help remembering long strings of\ninformation, a mnemonic could be of assistance.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with spelling will often benefit\nfrom learning a mnemonic for more difficult common words such as \u201cbecause.\u201d&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A best practice would be to work with the student to\nassist him in developing a mnemonic strategy.&nbsp;\nThis helps the student take control of his learning as well as significantly\nincreasing the chances of remembering the mnemonic.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Caution: to work best, mnemonics should be related to\nthe content and simple.&nbsp; In other words,\na mnemonic only works if the student can remember it, so effort should be given\nto make the mnemonic connected to the subject and easy to understand.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">Mnemonics can be very easily found by googling \u201cmnemonic\nfor (the process or order)\u201d you\u2019re looking to create.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An elementary language arts teacher explains the \u201cI\nbefore E\u201d rule to her class.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade math teacher teaches her entire class the\nPlease Excuse My Dear Aunt Sally mnemonic to remember the order of operations.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school math teacher reminds his student that\nthe order of the metric units is Kings Hate Dragons Because Dragons Can\u2019t Make\nMoney (Kilo, Hecto, Deca, Base, Deci, Centi, Milli, Micro).&nbsp; He then assigns the student the homework to\ndraw a picture of the mnemonic, so it is remembered.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A chemistry teacher shares the </span><a href="https://youtu.be/VgVQKCcfwnU"><span style="line-height: 107%;">Periodic Table Song</span></a><span style="line-height: 107%;">\nwith his class.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:2},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:7},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:7},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="http://www.specialconnections.ku.edu/?q=instruction/cognitive_strategies/teacher_tools/mnemonic_strategies"><span style="line-height: 107%;">University\nof Kansas; Mnemonic Strategies</span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><a href="http://www.ldonline.org/article/13717/"><span style="line-height: 107%;">LD\nOnline: Using Mnemonic Instruction to Teach Math</span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><a href="https://examples.yourdictionary.com/examples-of-mnemonics.html"><span style="line-height: 107%;">Examples\nof Mnemonics</span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><a href="https://youtu.be/VgVQKCcfwnU"><span style="line-height: 107%;">Periodic\nTable Song</span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.thoughtco.com/top-spelling-mnemonics-1692343"><span style="line-height: 107%;">Top\n30 Spelling Mnemonics</span></a><span style="font-size:13.5pt;line-height:107%;\nfont-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"891e9f16-44ab-400f-84bb-91cdd4f7a7c9",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T13:18:45.9250000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T12:51:50.3970000Z"}}},{Key:"L26",Title:'Help student to "mind-map" new knowledge and skills to existing knowledge and skills',Description:'<p class="MsoNormal"><span style="line-height: 107%;">Mind mapping is the process of connecting ideas,\nconcepts, and topics together to assist in remembering and recalling\ninformation.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students often struggle with storage and recall of their\nlearning.&nbsp; All teachers have experienced teaching a student a simple\nprocess or topic only to discover that the student doesn\u2019t remember it.&nbsp;\nThis odd experience is often an indicator that the student has a difficult time\nwith mental storage and retrieval.&nbsp; In this instance, the fact that the\nconcept was so simple exemplifies the fact that it wasn\u2019t stored correctly.&nbsp;\nOften it is true that we make things too easy, so the learning isn\u2019t connected\nor in any way memorable, and it isn\u2019t able to be retrieved.&nbsp; Learners need\nto connect everything to previous learning and concepts, so it is stored and\nretrievable.&nbsp;&nbsp;<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Mind mapping is the process of connecting new learning,\nvocabulary, procedures, etc. to previously stored information.&nbsp; These\nconnections make a \u201cmap\u201d for where to store information and where to go to\nretrieve it when useful.&nbsp; For students that struggle with this process, it\nneeds to be understood that they need assistance with making these connections;\nthey won\u2019t make them on their own.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Mind mapping can also actually be a drawing that the\nstudent may complete that highlights the connections they\u2019ve established in\ntheir mind.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A science teacher starts every lesson with a few minutes\nof a review that is designed to help students \u201cmap\u201d their minds to the\nprerequisite related content.&nbsp; She then ends every lesson with activities\nthat engage students in compare/contrast, comparisons, and other relationship\ntype questions.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A math teacher spends a few minutes privately with a\nstudent to explain how a specific concept relates to others they have already\nstudied.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An English teacher always asks her students to make a\npersonal connection to the characters in the book they are reading.&nbsp; These\nconnections center around establishing a similarity between a character in the\nbook and a person in the child\u2019s life.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A teacher uses her virtual classroom to provide a link to a mind map that shows the connection of current content with previously taught skills.&nbsp; She created and edits this document using Microsoft Word.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.mindmapping.com/">What is Mind Mapping</a>\n\u2013 mindmapping.com&nbsp;</p><p class="MsoNormal"><a href="https://www.edrawsoft.com/mindmap/create-mind-map-on-microsoft-word.html">How\nto Create a Mind Map on Microsoft Word</a> \u2013 Daniel Belisario<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands on 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work",__i:{guid:"5bbea97f-87c4-4cc8-a7f8-f152e18d6275",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:49.86Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"08d4d3f1-b082-43ce-b79b-d5adc1b58faa",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T13:31:54.8220000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-01T14:32:52.0980000Z"}}},{Key:"L27",Title:"Provide text in audio format",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">When students struggle to read, listening comprehension often develops\ninto a strength. To permit a student to be successful in all classes, you can\nsupport their learning by providing a means for them to listen to content\nversus requiring them to read textbooks and other print media.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This accommodation should be used anytime reading performance\nisn\u2019t being assessed so that students can find success while learning from\nprint media.&nbsp; Classes such as social studies and science are common places\nfor this accommodation to be used.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This accommodation is often used in conjunction with reading\ngoals designed to support the continued acquisition of reading skills.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">It is a best practice to encourage a student to follow along\nwith the text as it is read.&nbsp; Conversion tools that highlight as they read\nare helpful to develop reading skills while using this accommodation.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student is given a homework assignment that involves reading a\nchapter from a social studies textbook, so he uses Prismo Go on his iPad to\nread it to him.<o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A student is asked to read a novel in English class to analyze\ntext and to participate in class discussions, so the teacher reads the passage\nto him.</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber student uses a screen reader to read all content on his computer screen.</p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:5},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:5},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:2},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US">Google\nRead and Write Extension</a><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://speechify.com/" target="_blank">Speechify</a>&nbsp;\u2013\nA highly reliable Text-to-Speech conversion app that uses your phone to capture\nand read text.</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.naturalreaders.com/" style="background-color: rgb(255, 255, 255);">Natural Reader</a>&nbsp;-&nbsp;<o:p></o:p>Upload text and documents or convert to mp3 to listen to anywhere anytime</p><p class="MsoNormal"><a href="https://creaceed.com/prizmogo">Prizmo Go</a>&nbsp;-&nbsp;<o:p></o:p>Grab text instantly with camera, and copy, translate, or read it aloud</p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/texthelp-pdf-reader/feepmdlmhplaojabeoecaobfmibooaid?hl=en-GB" style="font-family: Helvetica, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">Texthelp\nPDF Reader</a><span style="font-family: Helvetica, sans-serif; font-size: 10.5pt;"> - Chrome Extension</span></p><p class="MsoNormal">\n\n</p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://ttsreader.com/">TTSReader</a> \u2013 Free text to speech reader</span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://www.chromevox.com/">ChromeVox</a> - Chrome (OS) screen reader</span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"></span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.apple.com/accessibility/mac/vision/">VoiceOver</a> \u2013 Screen reading that is included\nwith all Mac OS devices</span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://learningally.org/">Learning Ally</a> - Thousands of human-read\naudiobooks including textbooks and popular books to encourage children to read</span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"></span><o:p></o:p></p><p class="MsoNormal">Research Article \u2013 <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12624" target="_blank">Text-to-speechapplications to reduce mind wandering in students with dyslexia </a><a href="https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12624"></a> \u2013 Paula Bonifacci,\net.al.&nbsp;&nbsp;<o:p></o:p></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><br></span><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"51426744-1a9f-4f50-a785-b06380dd3a4e",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T13:38:11.3280000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-23T13:04:15.2270000Z"}}},{Key:"L28",Title:"Allow for speech to text device",Description:'<p><span style="line-height: 107%;">When working with writing, the student should be permitted to utilize a\nspeech to text device.&nbsp;&nbsp;</span><br></p>',Considerations:'<p><span style="line-height: 107%;">Students who struggle with various aspects of writing, including\nspelling, can benefit from the use of a speech to text device.&nbsp; A student can successfully use this type of equipment\nwhen they can express themselves verbally but fail to do so when asked to\nwrite.&nbsp; By providing a speech to text\ndevice, you can improve the student\u2019s willingness to share thoughts and details\nduring written assignments.</span><br></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school student uses his iPhone to record a\nresearch paper for social studies class.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher permits her student to\nrecord his thoughts on a novel unit using Evernote.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber student uses Google Read and Write to read items from his computer.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://apps.apple.com/us/app/dragon-anywhere-dictate-now/id1024652126" target="_blank">Dragon Anywhere Dictate Appl</a></p><p class="MsoNormal"><a href="https://itunes.apple.com/us/app/dragon-dictation/id341446764?mt=8"><span style="line-height: 107%;"></span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal">Use <a href="https://www.youtube.com/watch?v=i_Gj2HzEP20">Google\nDocs Voice Typing</a> tool&nbsp;</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US">Google\nRead and Write Extension</a><o:p></o:p></p><p class="MsoNormal"><a href="https://play.google.com/store/apps/details?id=com.evernote" target="_blank" style="background-color: rgb(255, 255, 255);">EvernoteApp</a><br></p><p>\n\n\n\n</p><p class="MsoNormal"><a href="https://itunes.apple.com/us/app/voice-assistant-just-use-your/id511757903?mt=8" target="_blank">VoiceAssistant App</a></p><p class="MsoNormal"><a href="https://itunes.apple.com/us/app/voice-assistant-just-use-your/id511757903?mt=8"><span style="line-height: 107%;"></span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://chrome.google.com/webstore/detail/voice-in-voice-typing/pjnefijmagpdjfhhkpljicbbpicelgko?hl=en#:~:text=With%20the%20Voice%20In%20Chrome,or%20send%20messages%20in%20Slack." style="">Voice\nin Voice Typing</a> \u2013 Chrome extension speech to text tool</span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Chromebooks Dictation - enable in the&nbsp;</span><o:p></o:p><a href="https://support.google.com/chromebook/answer/177893?hl=en" style="background-color: rgb(255, 255, 255);">Accessibility\nSettings</a></p><p class="MsoNormal">Activate Chrome extension: <a href="https://chrome.google.com/webstore/detail/voice-in-voice-typing/pjnefijmagpdjfhhkpljicbbpicelgko/related">Voice\nIn Voice Typing</a><o:p></o:p></p><p class="MsoNormal"> <o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is a self-starter",__i:{guid:"067cd497-bee3-4a07-9b7a-27a54f0a7872",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:03.688Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"e2031d2b-939a-4ea3-b19d-a46eee6d713a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T14:06:41.5520000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T17:51:00.9760000Z"}}},{Key:"L29",Title:"To engage the student, ask the student main topic questions during instruction",Description:'<p><span style="line-height: 107%;">The student should be encouraged to respond to questions related to the\nmain topic of instruction.&nbsp; Through this\nexpectation, the student can become meaningfully engaged with teaching.&nbsp; Additionally, teachers should utilize the\nstudent\u2019s response as a formative assessment to ensure that the main topic has\nbeen learned.&nbsp;&nbsp;</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who struggle to learn all content being\npresented during a lesson can become engaged with instruction through a\ncoordinated focus on the main idea(s) being presented in each lesson.&nbsp; This practice helps the student to recognize\nand participate with instruction at key times.&nbsp;\nAdditionally, this helps to focus the student on the essential content\nbeing taught each day.&nbsp; These two\npractices help to engage students who might otherwise become disengaged due to\nbeing overwhelmed.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">In many cases, it would be a best practice for teachers\nto work with the student to develop a means to bring their focus to key points.&nbsp; This practice may be a cue/prompt, an\ninstructional strategy such as highlighting the key point by writing it on a particular\narea of the board, or by working with other support staff in the room to\nprovide support.&nbsp; In all cases, the goal\nshould be to support the student in gaining an understanding of the main points\nby actively engaging them with instruction during key aspects of the lesson.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Staff must use the student\u2019s response as a formative\nmeasure of assessment by carefully evaluating and addressing any errors.&nbsp; Through engagement in main topic questions,\nit is the goal that the student has mastered these key concepts.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams may\nconsider coupling this modification with </span><a href="https://actiondriveneducation.com/download/c2-shorten-assignments-to-focus-on-mastery-of-key-content/"><span style="line-height: 107%;"><u><i>C2-Shorten\nAssignments to focus on mastery of key concepts</i></u></span></a><span style="line-height: 107%;"><u><i> </i></u>as\nwell as <i><u>A54-Assessments should be modified to be focused on main idea questions.</u></i><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary math teacher requests an answer to a problem\nthe class has been working to solve.&nbsp; The\nproblem is an exemplar problem for the day\u2019s objective.&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;"><span style="font-size:11.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:\nCalibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;\nmso-bidi-theme-font:minor-latin;mso-ansi-language:EN-US;mso-fareast-language:\nEN-US;mso-bidi-language:AR-SA">During a virtual lesson, an English teacher\npings a student before asking a question related to the main topic of a chapter\nthe students read for homework.&nbsp; Along\nwith his peers, the student then responds in the classroom chat.&nbsp; The teacher then highlights this student\u2019s\nresponse to encourage his ongoing engagement in class.&nbsp;</span><br></span></p><p class="MsoNormal"><span style="line-height: 107%;"> <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school science teacher asks his student, \u201cWhat\nis the main function of a cell wall?\u201d during a lesson about the parts of a\ncell.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher has worked out an\nagreement with one of her students that she would begin each day\u2019s conversation\nabout a novel by stating the main idea from the previous night\u2019s reading\nassignment.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A kindergarten teacher calls on her student each time\nshe wants to remind the class of the \u201csound a letter makes\u201d as a review from\nprevious instruction.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:5},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:7}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is a good listener",__i:{guid:"fd927567-4cde-46e5-a3fe-2216cf1890fd",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:45.523Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Ignores distractions / is focused",__i:{guid:"0f83268b-5f74-4941-9061-0c63f085b7c8",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:29.955Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work and/or speak in front of group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"13ee8519-9aa2-44c3-ad41-59f43f8bc083",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T13:49:39.8600000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T13:15:04.9450000Z"}}},{Key:"L3",Title:"Order (highlight) steps in a multi-step process",Description:'<p class="MsoNormal"><span style="line-height: 107%;">During activities such as problem-solving (not limited\nto mathematics), procedures, and other multi-step activities, the student\nshould be supported by providing a guide that outlines, highlights, or provides\na clear procedural description of the steps to completion.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">By guiding how to solve a multi-step process or problem,\nstudents who struggle to complete this type of problem will be able to\ndemonstrate their ability to complete each step.&nbsp; In the absence of this accommodation, the\nstudent will be unable to demonstrate any level of understanding.&nbsp; For students who struggle with disabilities\nsuch as multi-tasking, application of skills, or working memory, this support\nwill provide an intermediate step toward mastery of a given skill.&nbsp; This intermediate step will help the student\nto feel successful as he/she continues to work toward mastery of the entire\nprocess.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A fourth-grade math teacher provides a guide showing the\nexact steps necessary to solve a mixed number multiplication problem.&nbsp; His student is permitted to utilize this\nguide anytime she is solving this type of problem.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school science teacher provides the steps\nnecessary to complete a lab assignment.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school band director provides the specific\ndirection and number of steps a student needs to take to move to a different\nlocation on the field during a marching band drill.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A career/technical education teacher provides his\nstudent with the step-by-step process for mixing automotive paint.</span></p><p class="MsoNormal">A virtual Algebra teacher posts a highlighted document showing the steps to complete a set of problems.</p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:3},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:7},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:7},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:3},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://gritandlearning.com/10-ideas-for-using-highlighters-for-learning/">10\nIdeas for Using Highlighters for Learning</a> \u2013 Monica Anderson \u2013 Grit and\nLearning &nbsp;&nbsp;<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes developing solutions to problems",__i:{guid:"7583042c-c8d8-4bd1-9838-1b87e1992196",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:57.404Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"fba18c56-3081-4d70-8104-ad1694e4eac4",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T14:00:40.5050000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T16:49:52.3010000Z"}}},{Key:"L30",Title:"Review prerequisite skills prior to instruction",Description:'<p class="MsoNormal"><span style="line-height: 107%;">A review of prerequisite material before the instruction\nis a way to make sure that a student is actively activating prior knowledge\nbefore the current lesson so that they can be prepared to meaningfully\nparticipate in instruction hence learning.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with memory and recall will often\nlearn content but then lose track of it in their mind.&nbsp; By activating this\nknowledge through timely review, students can benefit from current\ninstruction.&nbsp; Consider the use of this accommodation when a student seems\nto demonstrate memory storage and retrieval issues.&nbsp;&nbsp;<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">The timeline for the review should be discussed.&nbsp;\nFor some students, a review within a day or two may be sufficient, while others\nmay need a review within minutes of instruction.&nbsp; IEP teams may wish to\nadd this detail to the accommodation.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">Each day, before instruction, a middle school math teacher\nspends five minutes reviewing previously taught content that will be used\nduring the current days\u2019 lesson.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Each day an elementary social studies teacher sends home\na short \u201cpreview\u201d of the next day\u2019s instruction that includes things she wants\nto remind the student of before class.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal">A cyber math teacher meets in an individual live lesson with\none of her students before class to review prerequisite skills for an upcoming\nlesson.<o:p></o:p></p><p class="MsoNormal">A science teacher provides a review of applicable and\npreviously taught information, including measurement, the metric system, and\nother related science content as a video that he asks students to watch before\ncertain lessons.</p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Before a\nlesson on adjectives, an elementary cyber teacher</span> shares a video reteaching\nhis students about how to identify a noun in a sentence.&nbsp;&nbsp;<o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:7},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:7},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://youtu.be/9I2wMle5zP8">Instructional Strategies\n\u2013 PreTeaching vs Reteaching</a> \u2013 Let\u2019s Teach YouTube<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"787d7ba3-ff34-459a-8773-25e6d913f468",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T14:05:28.8600000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-12T14:37:36.9970000Z"}}},{Key:"L31",Title:"During instruction, teachers should watch for the student to write down questions and respond as appropriate",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student should be permitted and encouraged to write\ndown any question they have on a piece of paper, post-it note, or other\nlocation.&nbsp; The teacher should be able to\nsee this item and notice when the student has written down a question.&nbsp; Once observed, the teacher should attend to\nthe question as soon as possible and respond appropriately.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Some students are shy, uncomfortable, or may even\ndevelop anxiety about raising their hand or otherwise participating in class\ninstruction or conversations.&nbsp; However, a\nmethod must be developed that permits all students to obtain answers to\nquestions they may have.&nbsp; By allowing\nthis student to write down questions, the teacher is encouraging\ninvolvement.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Other versions of this accommodation can be developed,\nsuch as the use of a small colored card that can be turned over, indicating the\nstudent has a question.&nbsp; A more advanced\naccommodation could be to use an online \u201cdiscussion board\u201d that permits\nstudents to type their questions.&nbsp;\nDepending on the age and ability of the child, IEP teams should discuss\nother ways to involve the student in class instruction.&nbsp; The goal is to encourage student involvement.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary student is given a small red card that is\nused as a bookmark in his math book.&nbsp;\nHowever, when the student has a question, he pulls it out and places it\non his desk as an indicator to the teacher to stop by his desk to address his\nquestion.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student keeps a small notebook on her\ndesk.&nbsp; When she has a question, she\nwrites it down and places the journal on the corner of her desk.&nbsp; Her teacher then notices the question and\nresponds with a private answer and occasionally by presenting the question and\nresponse to the entire class.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school Chemistry teacher keeps an online\ndiscussion board active during class for his students to post questions they\nmay have.&nbsp; A student tutor responds\ndigitally to the questions he\u2019s able to answer.&nbsp;\nAt various points during the lesson, the teacher also responds to\nquestions by answering them with the entire class.</span></p><p class="MsoNormal">A cyber student posts questions to her teacher using a private\nchat feature.<o:p></o:p></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:7},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:3},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://tenneyschool.com/when-students-do-not-ask-questions-in-class/#:~:text=Most%20students%20have%20been%20in,or%20added%20to%20the%20discussion.&amp;text=Shyness%3A%20One%20of%20the%20most,because%20the%20person%20is%20shy.">When\nStudents Do Not Ask Questions in Class</a> \u2013 Tenney School<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Can plan ahead",__i:{guid:"f9065815-bba2-4255-b809-875439ecbaa7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:24.753Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Takes good notes",__i:{guid:"b7bfbfec-c837-4b8e-8227-058937f73eb3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:18.677Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"978b947c-d0cf-4293-8f0e-58318d0de047",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T17:38:11.8470000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-14T14:47:37.1960000Z"}}},{Key:"L33",Title:"Provide a complete copy of notes before class that the student should highlight during instruction",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Support the student during learning with a complete copy\nof notes for each day\u2019s instruction.&nbsp; The\nstudent should remain engaged during instruction by highlighting notes as they\nobserve or hear each portion.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Notetaking during instruction requires a tremendous\namount of skill and ability.&nbsp; Many\nstudents could benefit from this accommodation as there are numerous reasons\nwhy a student may struggle to take notes.&nbsp;\nThe goal during instruction should always be that the student is\nlearning what is presented.&nbsp; If\nactivities such as notetaking inhibit a student from being able to attend to teaching,\nthen teams should consider ways to remove this barrier.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Students who struggle to comprehend verbal conversation\nand instruction will have a difficult time taking notes.&nbsp; However, they can be supported in working to\nunderstand what they hear by providing them with the opportunity to match it to\na written text.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with various aspects of writing,\nincluding spelling, could benefit from having a copy of notes to\nhighlight.&nbsp; These students will often\nfall behind class instruction while recording notes that ultimately become\nuseless because of their poor writing skills.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with attention to task or\nmultitasking skills need to be supported as they work to attend to instruction.&nbsp; By providing an efficient way to match\nnotetaking to instruction, these students can find success.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school science teacher provides her student\nthat struggles with organization with a three-hole-punched copy of the notes at\nthe beginning of each class period.&nbsp; The\nstudent then highlights each portion as his peers are recording their notes.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school social studies teacher provides a digital\ncopy of his notes in his Google Classroom.&nbsp;\nOne student downloads them at the beginning of each class to highlight\n(and add his own notes) during instruction.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  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In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:7},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  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The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  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activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"b4ca4447-95d6-4b17-9a87-e8ecfba3bfd7",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T14:22:23.6540000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T14:19:43.7800000Z"}}},{Key:"L34",Title:"Provide text annotations to support reading",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Providing&nbsp;<a href="https://en.wikipedia.org/wiki/Text_annotation">annotations</a>&nbsp;to\ntext means that a member of the child\u2019s instructional team pre-reads\nassignments and makes notes (called annotations) on the margins or in other\nareas of the text that are designed to support the student\u2019s reading.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Text annotations can support all readers but is especially\nvaluable to a reader who struggles with comprehension or with processing\nmeaning from text.&nbsp; The statement that needs to be understood is that\n\u201cgood readers are active readers.\u201d&nbsp; Poor readers, including adults, don\u2019t\nnecessarily know and understand what good readers do that make them good\nreaders.&nbsp; By demonstrating active reading through annotations, poor\nreaders learn what it means to be active.<o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Annotations can be used to help a reader track important\ninformation, build thoughts about reading, or \u201cdialogue\u201d with another reader\nwhile reading.&nbsp; All of these practices help a student to gain meaning from\ntext.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary reading teacher jots \u201cnotes to her student\u201d in the\nmargin of the reading stories that are designed to highlight the important\nevents of the plot.</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A music teacher annotates&nbsp;</span>a\nsong with links to websites prior to posting it to her google classroom.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A biology teacher uses a digital document and adds \u201ccomments\u201d\nfor the students to read (and in some cases respond to) as they complete a\nreading assignment for homework.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A math teacher adds \u201cinquisitive\u201d statements along the side of complex\nword problems to support a learning support student\u2019s thinking as she solves\nthe problems.&nbsp; (Ex: Did you notice that the two fractions in this problem\ndon\u2019t have the same denominators?)<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:5},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:7},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://examples.yourdictionary.com/annotation-examples.html">Annotation\nExamples</a> \u2013 YourDictionary.com<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"462e2d98-c47e-4997-922d-65c9f942e248",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T17:50:24.3620000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-06T18:58:35.8250000Z"}}},{Key:"L35",Title:"Use manipulatives to support and reinforce learning",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Students should be provided with the opportunity to\nutilize manipulatives (a tangible object designed to help the learner perceive\nan abstract concept) to support their learning.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Many students benefit from hands-on learning.&nbsp; As education continues to push concepts down\nfurther in the grades, students are struggling more to understand the\nconcepts.&nbsp; Students are more likely to\nunderstand them if teachers can make them \u201creal\u201d through the use of\nmanipulatives.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Anytime a student struggles to conceptualize abstract\ntopics, they will benefit from the use of manipulatives.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Students who lack significant \u201creal-world\u201d experiences\nwill benefit from the use of manipulatives.&nbsp;\nIt is often difficult to conceptualize things you haven\u2019t experienced,\nso manipulatives help to support this student.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary teacher uses a learning center approach to\nsupport the direct instruction she provides in her class.&nbsp; During learning centers, the students spend\ntime reviewing concepts, activating prior knowledge, and providing a repetitive\nreview of skills that have been taught.&nbsp;\nOne of her learning centers is always a manipulative center that\nsupports the tactile learner.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;"></span></p><p class="MsoNormal">A cyber teacher uses an online virtual manipulatives site to\nprovide interactive fraction bars for her students.<o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;">A high school science teacher always starts each lesson\nwith a brief hands-on demonstration of the daily concept to be learned.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An Algebra teacher uses \u201c</span><a href="https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Algebra-Tiles/"><span style="line-height: 107%;">algebra\ntiles</span></a><span style="line-height: 107%;">\u201d to help her students to understand variables and\nconstants.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A chemistry teacher uses multiple iPad apps, including \u201c</span><a href="https://itunes.apple.com/ca/app/building-atoms-ions-and-isotopes-hd/id436997933?mt=8"><span style="line-height: 107%;">Building\nAtoms, Ions, and Isotopes HD</span></a><span style="line-height: 107%;">\u201d to help her students\ndevelop an understanding of atoms.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:5},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:3},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:5},{Need:{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.553Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:53.529Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.understood.org/en/school-learning/for-educators/teaching-strategies/dividing-fractions-using-fraction-strips-an-evidence-based-math-strategy?_ul=1*11xsaki*domain_userid*YW1wLXZNMTV5bFVybi1EYy16SWtmUndkbXc.">Understood.org\n- Dividing Fractions Using Fraction Strips: An Evidence-Based Math Strategy</a></span></p><p class="MsoNormal"><a href="http://nlvm.usu.edu/en/nav/vlibrary.html">National\nLibrary of Virtual Manipulatives</a><o:p></o:p></p><p class="MsoNormal">\n\n</p><p class="MsoNormal"><a href="https://www.mathlearningcenter.org/resources/apps">Free\nMath Apps</a><o:p></o:p></p><p class="MsoNormal"><a href="https://toytheater.com/category/teacher-tools/virtual-manipulatives/">Toy\nTheater</a> \u2013 Virtual manipulatives for all types of math activities<o:p></o:p></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">\n\n</span><o:p></o:p></p><p class="MsoNormal"><a href="http://nlvm.usu.edu/en/nav/vlibrary.html">National\nLibrary of Virtual Manipulatives</a> \u2013 Utah State University</p><p class="MsoNormal"><a href="https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/mps_pg_052212.pdf">Improving\nMathematical Problem-Solving in Grades 4 Through 8</a> \u2013 What Works Clearinghouse\nNational Center for Education Evaluation and Regional Assistance<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is easily redirected",__i:{guid:"9ca67127-7e00-4892-8852-cc1109b9d4e7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:32.998Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys physical activities",__i:{guid:"34c24f25-fec6-418d-aea6-d06f16e31820",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:24.215Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes taking things apart and figuring out how they work",__i:{guid:"5bbea97f-87c4-4cc8-a7f8-f152e18d6275",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:49.86Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"906d4376-5056-49fd-8763-a603b071ce6e",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T17:55:48.8220000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T14:16:42.2790000Z"}}},{Key:"L36",Title:"Permit rehearsal of reading skills using texts that relate to the student\u2019s interests",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Reading is supported by the child\u2019s understanding of a\nconcept.&nbsp; When rehearsing a new reading\nskill, such as those pointed out in the examples below, it is often helpful to\nread about a familiar topic, allowing the student to focus on and rehearse the\nnew skill.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif"> &nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Rehearsing new reading skills with familiar content is\nespecially important when a student struggles with reading.&nbsp; When utilizing familiar content, the student\u2019s\nattention and effort can focus on acquiring the new skill versus struggling to\nunderstand the material.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade student is working to develop reading\nfluency by reading passages about animals.&nbsp;&nbsp;\n<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A third-grade student is working on learning to identify\nan unknown word using context clues.&nbsp; He\nis rehearsing this skill while reading about farming because his family lives\non a farm.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade student who is on the peewee football team\nis learning to compare and contrast by reading a book that outlines the primary\nrole of each player on a football team.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:7},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.scholastic.com/teachers/bookwizard/">Scholastic\nBook Wizard</a> \u2013 Helps you find books by topic then sort by reading level<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.edutopia.org/article/developing-love-reading-students">Developing\na Love of Reading in Students</a> \u2013 Kathryn Starke - Edutopia&nbsp;&nbsp;</p><p class="MsoNormal"><a href="https://www.bookshare.org/cms/" style="background-color: rgb(255, 255, 255);">Bookshare</a> \u2013 Free,\ncustomizable, online ebook library that is free for people with disabilities</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"f5568dc5-fba2-49d7-b0e8-12689166ab43",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-08-12T16:54:58.1910000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-12-22T14:50:18.0030000Z"}}},{Key:"L37",Title:"Choral read classroom assignments with the student",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Students should be provided with the opportunity to\nutilize manipulatives (a tangible object designed to help the learner perceive\nan abstract concept) to support their learning.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Many students benefit from hands-on learning.&nbsp; As education continues to push concepts down\nfurther in the grades, students are struggling more to understand the\nconcepts.&nbsp; Students are more likely to\nunderstand them if teachers can make them \u201creal\u201d through the use of\nmanipulatives.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Anytime a student struggles to conceptualize abstract\ntopics, they will benefit from the use of manipulatives.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Students who lack significant \u201creal-world\u201d experiences\nwill benefit from the use of manipulatives.&nbsp;\nIt is often difficult to conceptualize things you haven\u2019t experienced,\nso manipulatives help to support this student.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary teacher uses a learning center approach to\nsupport the direct instruction she provides in her class.&nbsp; During learning centers, the students spend\ntime reviewing concepts, activating prior knowledge, and providing a repetitive\nreview of skills that have been taught.&nbsp;\nOne of her learning centers is always a manipulative center that\nsupports the tactile learner.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school science teacher always starts each lesson\nwith a brief hands-on demonstration of the daily concept to be learned.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An Algebra teacher uses \u201c</span><a href="https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Algebra-Tiles/"><span style="line-height: 107%;">algebra\ntiles</span></a><span style="line-height: 107%;">\u201d to help her students to understand variables and\nconstants.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A chemistry teacher uses multiple iPad apps, including \u201c</span><a href="https://itunes.apple.com/ca/app/building-atoms-ions-and-isotopes-hd/id436997933?mt=8"><span style="line-height: 107%;">Building\nAtoms, Ions, and Isotopes HD</span></a><span style="line-height: 107%;">\u201d to help her students\ndevelop an understanding of atoms.</span></p><p class="MsoNormal">A cyber teacher creates a breakout room to choral read with a student while the rest of the class reads an assignment independently.&nbsp;</p><p class="MsoNormal">A student in a virtual class reads his assignments with Google Read and Write.</p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:5},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:5},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:3},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://spedellreadingstrategies.weebly.com/choral-reading.html">What is\nChoral Reading?</a> \u2013 Strategies for Students&nbsp;</p><p class="MsoNormal"><a href="http://www.readwritethink.org/professional-development/strategy-guides/choral-reading-30704.html#:~:text=Choral%20reading%20broadens%20experiences%20with,allows%20for%20increased%20content%20comprehension." style="background-color: rgb(255, 255, 255);">Strategy\nGuide: Choral Reading</a> - ReadWriteThink</p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US">Google\nRead and Write Extension</a><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys listening to stories",__i:{guid:"52b604c9-a90b-4e56-ba70-eb150e4dde32",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:12.65Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is a self-starter",__i:{guid:"067cd497-bee3-4a07-9b7a-27a54f0a7872",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:03.688Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"0c489d54-9ee9-4218-9145-af5899d4de46",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T17:59:17.1890000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T12:33:18.1930000Z"}}},{Key:"L38",Title:"Have student reread items they've just read to reinforce understanding",Description:'<p class="MsoNormal"><span style="line-height: 107%;">This accommodation encourages students to reread text\nthat they have read independently or in shared settings.&nbsp; Rereading should\nhappen as soon after the initial read as possible.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students that struggle with various aspects of reading\ncan benefit from rereading the text.&nbsp; This rereading can serve to help a\nstudent to comprehend and understand the text as well as give them additional\npractice with reading.&nbsp;<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">In some applications, rereading might occur after choral\nreading, group reading, or an initial reading provided by a teacher or\npeer.&nbsp; In all cases, the goal is for the student to read the text as\nindependently as possible.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A science teacher reads a defined list of vocabulary\nwords with a student pausing after each defined word to permit the student to\nread it on his own.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher creates a\nbreakout room to support his students\u2019 knowledge and understanding of concepts\nby rereading assignments.</span><o:p></o:p></p><p class="MsoNormal">After reading the problem to a student, a math teacher\nasks a student to reread an application based math problem.<br></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">In English class, a teacher asks her student to read a\npage silently in a novel that was just read in class while other students work\non an extension activity.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://russonreading.blogspot.com/2014/12/the-power-of-rereading.html#:~:text=Rereading%20helps%20students%20develop%20a,Reading%20Teacher%2C%20March%202005).">The\nPower of Rereading</a> - Russ on Reading</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"379eed55-a4fb-49b0-a083-0476eda9c209",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:02:48.9220000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T15:29:24.4810000Z"}}},{Key:"L39",Title:"Preteach vocabulary",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Pre-teaching vocabulary involves exposing students to new or\nsubject-specific words before asking them to read or use them in their writing.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">The best place to teach vocabulary is anywhere outside of\nreading class.&nbsp; These classes give authentic opportunities for learning\nand help struggling students to learn the value of reading skills in a setting\nthat is typically more successful than reading class.&nbsp; With this\nunderstanding, content area teachers need to identify new content-specific\nwords and identify/teach them as vocabulary before their use in class or during\nreading assignments.&nbsp; By anticipating words that students may not know and\nteaching them as vocabulary, the classroom teacher also helps to make\ninstruction more meaningful as well.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An elementary teacher identifies and pre-teaches the terms\nfraction, numerator, and denominator.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A science teacher provides a vocabulary list at the beginning of\na unit on cells.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A social studies teacher meets privately with a student to\nreview the terms found on the side of the pages in a social studies book before\nassigning the chapter as a homework assignment.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A secondary English teacher creates a word-wall that is used to\nshowcase new vocabulary terms students will find in a novel.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A music teacher creates and shares a Quizlet list for her class\nto learn new music terms.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:5},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:5},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:2},{Need:{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.471Z",lastUpdatedBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",lastUpdatedOn:"2020-06-08T20:59:07.006Z"}}},Priority:2},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5}],RelatedLinks:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://www.giftedguru.com/21_ideas_for_teaching_vocabulary/">Ideas\nfor Teaching Vocabulary</a><o:p></o:p></p><p>\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://quizlet.com/">Quizlet</a></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size:13.5pt;\nfont-family:&quot;Segoe UI&quot;,sans-serif;color:#686868"><o:p></o:p></span></p><p class="MsoNormal"><a href="https://connect-to-comprehension-center-for-literacy-learning.teachable.com/p/making-vocabulary-connections">Center\nfor Literacy Learning Course: Making Vocabulary Connections</a> - Lynn Givens<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"79c3987d-5937-46dc-9e17-911bc714756a",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:07:48.6850000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-01-05T19:27:34.5950000Z"}}},{Key:"L4",Title:"Student should repeat back directions",Description:'<p class="MsoNormal"><span style="line-height: 107%;">A best practice to ensure that a student understands and\nhas heard and processed the directions to an assignment, is to ask the student\nto repeat back, using his own words, the instructions to an assignment.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Anytime a student may be overwhelmed by the classroom or\nis distracted easily, it makes sense to review the directions with the student.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">After directions to complete an assignment, a teacher\nasks the student to tell her what he will do to complete the task.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">The day after a lengthy assignment is given, a teacher\nasks his student to summarize the major parts of the assignment and their\ndeadlines.</span></p><p class="MsoNormal">A cyber teacher asks her student to restate, by typing in a\nprivate chat, the directions for assignments and tasks to be completed during\nclass.&nbsp;&nbsp;</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:7},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:7},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://challengingbehavior.cbcs.usf.edu/docs/backpack/BackpackConnection_behavior_directions.pdf">How\nto Give Clear Directions</a> \u2013 Challengingbehavior.org - Brogle, Jiron,\nGiacomini \u2013 University of South Florida A great download to share with parents\nand other adults.<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is cooperative",Description:"The student is willing to work together with others in an agreeable way.",__i:{guid:"bc03de6f-e5b7-4649-8c95-9370d7bd736e",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:20.956Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T16:52:21.582Z"}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work and/or speak in front of group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"3e78cfe3-e07a-4718-b7d2-efdc001d5c42",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:11:39.0870000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-06T18:18:23.0380000Z"}}},{Key:"L40",Title:"Permit or provide a recording of lessons",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student is permitted to record classroom lessons, or a\nrecording is provided for them.&nbsp; Recordings\nmay include video, audio, digital notes, and/or a transcript of a lesson.&nbsp;&nbsp;<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 14.98px;">Teams must carefully consider the rights of other students before implementing this accommodation.&nbsp;&nbsp;Careful consideration of legal sources, including district solicitor, state laws, FERPA, and other laws, should be reviewed and discussed.&nbsp;&nbsp;As with all accommodations, it is important to document its value and that its use will make a demonstrable difference in the child\u2019s education.&nbsp;<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 14.98px;">Teams should discuss the aspects of the lesson being recorded.&nbsp;&nbsp;In many instances, teams may elect to record only the direct instruction portion of lessons.&nbsp;&nbsp;Often, in math classes, to model problem solving, teams may wish to record only the process.<o:p></o:p></span></p><p></p><p class="MsoNormal"><span style="line-height: 14.98px;">Various new technologies permit recording (audio, video, transcripts, teacher notes, etc.).&nbsp;&nbsp;Teams should discuss the best method given the unique circumstances surrounding the need.</span></p><p class="MsoNormal"><span style="line-height: 14.98px;">Teams should discuss with the student the importance of making people aware that they are recording a lesson.&nbsp;&nbsp;</span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A virtual teacher records her daily live lessons and\nprovides them to her students through the school\u2019s management system.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A sixth-grade social studies teacher wears a directional\nlapel microphone that records her voice during instruction.&nbsp; This recording is coupled with a document\ncamera that captures the notes she provides to her class.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade math teacher creates a recording showing how\nto solve a math problem.&nbsp; She uses this\nrecording in class during instruction while she circulates the room, watching\nher students complete the directed task.&nbsp;\nLater, this recording is made available to her students through her\nGoogle classroom.<font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:8},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:2},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.pcmag.com/how-to/9-voice-recorder-apps-that-wont-miss-a-second" style="">9\nVoice-Recorder Apps That Won\u2019t Miss a Second</a> \u2013 PCMag.com&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;"></span></p><p class="MsoNormal"><a href="https://www.techlearning.com/news/research-video-learning-may-be-more-effective-than-in-person-lectures?utm_source=SmartBrief&amp;utm_medium=email&amp;utm_campaign=EDAE705D-DA25-4606-A952-76D10DFA2839&amp;utm_content=3A8FB340-3875-4C99-9F4B-EDF5C8C8CEDA">Research:\nVideo Learning May be More Effective Thank In-person Lectures</a> \u2013 Tech&amp;Learning\n\u2013 Erik Ofgang<o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Arial, sans-serif"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"9d50f14b-0ab8-4445-9fbd-450ef252df27",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-10-27T13:42:04.1590000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-03-31T13:25:22.6670000Z"}}},{Key:"L42",Title:"Permit extended wait time prior to seeking an answer to questions",Description:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Extended\nwait time is the amount of silence between a question and the teacher asking a\nresponse from a student or students. Wait time is designed to permit a child\ntime to hear a question, process it in his mind, then formulate a response.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;mso-fareast-font-family:\n&quot;Times New Roman&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students\nwho struggle with a variety of disabilities can benefit from extended wait\ntime. Often the first step to assisting these students is to make sure that all\nteachers in all classrooms provide adequate wait time. Ignoring the need for\nwait time is common in most classes, so attending to its presence is an\nexcellent first step for all students.<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Providing\nextended wait time helps students with memory issues.&nbsp; These students need\ntime to \u201csearch their mind\u201d first to understand the question then additional\ntime to search for the answer.&nbsp; These students are often lost in the\nshuffle of learning due to the pace, so giving extended wait time is important\nfor providing these students with the opportunity to catch up.<o:p></o:p></p><p>\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Students\nwho struggle with verbal or visual processing disorders can also benefit from\nextended wait times since they may need additional time to understand the\nquestion.&nbsp; These students need to \u201ctranslate\u201d what they hear or see into\nsomething that makes sense in their mind.&nbsp; This translation takes time, so\nwithout it, they often don\u2019t benefit from the important learning that can\naccompany questions and classroom dialogue.&nbsp; Wait time provides this\nopportunity.<span style="font-size:13.5pt;font-family:&quot;Segoe UI&quot;,sans-serif;\nmso-fareast-font-family:&quot;Times New Roman&quot;"><o:p></o:p></span></p>',Examples:'<p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A\n4th-grade reading teacher asks a Webb\u2019s DOK 3 level question then encourages\nher students to jot down words that they think will be present in the correct\nanswer. This action gives a student with a disability the opportunity to\nprocess the question, so she can participate in the conversation that follows.</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p>In a cyber class, the teacher provides wait time in order for students to type their answer in the group chat and before calling on a student to respond.&nbsp; This time permits all students to formulate a response.<br></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A\nmiddle school social studies teacher establishes the understanding that he will\nuse popsicle sticks to select the student who will respond to a question that\ntells all students that they need to process a response to each question.&nbsp;\nHe also establishes the process of asking students to stare quietly at him when\nthey are ready to answer the question versus raising their hands, which permits\nhim to extend wait time by eliminating social pressure of seeing other\u2019s hands\nin the air.<br></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A\nhigh school science teacher posts all questions as a form in her Google\nclassroom and requires all students to respond.&nbsp; Each question includes an\nextension that is also necessary if the student completes the first response\nbefore time is up.&nbsp; It is made clear to a student with a disability that\nhe is only to feel the need to respond to the main question but is encouraged\nto respond to both if time permits.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">An\nelementary math teacher requires all students to solve sample problems in his classroom.&nbsp;\nHe always gives three examples and then discusses the first one in detail with\nthe class.&nbsp; He watches to see that all students complete the first one before\nasking for responses from his students.&nbsp; An answer is obtained for all\nthree questions, but a student with a disability is often encouraged to explain\nthe first question but not the third.&nbsp; &nbsp;This process is taught to the\nstudent by his learning support teacher.</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">It\nis highly suggested that a complete study of classroom wait time be explored if\nthe team (or members of the team) are not successfully using this practice as a\nroutine in their classroom.</p><p class="MsoNormal" style="margin-bottom: 17pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-size:13.5pt;font-family:\n&quot;Segoe UI&quot;,sans-serif;mso-fareast-font-family:&quot;Times New Roman&quot;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.schoology.com/blog/importance-wait-time-technology-based-classroom#:~:text=Implement%20a%20Wait%20Time%20After,information%2C%20leading%20to%20better%20answers.">The\nImportance of \u201cWait Time\u201d in the Technology-Based Classroom</a> \u2013 Schoology <o:p></o:p></span></p><p class="MsoNormal">\n\n</p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.thoughtco.com/importance-of-wait-time-8405">Wait Time in Education:\nGiving students a chance to think before responding can boost learning</a></span> \u2013 ThoughtCo.<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to work and/or speak in front of group",__i:{guid:"df5b95f5-699f-4a00-ba6d-6a3aa26a1e1a",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:20.554Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"539ba6f6-0c83-4536-aa27-a2dc6adc1cde",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:26:22.5670000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-05-24T18:56:10.7320000Z"}}},{Key:"L44",Title:"Student should participate in whole-class based learning but should be supported by a guide during individual practice activities and assignments",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student participates in the entire class discussion\nand active learning.&nbsp; When the student is\nassigned an individual assignment, one-on-one support and guidance should be\nprovided while rehearsing skills and concepts.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with procedural, application, or processing type\ndisabilities may need to be supported during individual practice.&nbsp; Students with these disabilities will often\nstruggle to make connections, process learning, apply skills, or retrieve\nnecessary information independently.&nbsp;\nThese students benefit from the dialogue of others to process these\nconcepts.&nbsp; For this reason, whole-class\ninstruction is often beneficial, and the learner will appear to be successful\nduring this type of learning but will struggle to demonstrate skills independently.&nbsp; Dialogue during individual practice\nwill assist the student in overcoming their disability.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Additionally, some students who struggle with attention\nand task completion type disabilities may also benefit from support while working\nindependently.&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;">The key concept at work in this accommodation is the idea of guided repetition.&nbsp; Repetition in learning is essential; however, students may need to be guided during this rehearsal of skill in many cases.&nbsp;&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;"> <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should be cautious with the level of support they\nprovide to over support the student causing </span><a href="https://www.urbandictionary.com/define.php?term=Ableism"><span style="line-height: 107%;">ableism</span></a><span style="line-height: 107%;">.&nbsp; Expect that the student can do the work and give\nthe lowest necessary amount of support when it is clear that they need it.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An instructional aide supports a second-grade student\nduring times when he needs to work independently.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school math teacher works through a few\nproblems on a rehearsal assignment to ensure that her student can complete the\nproblems before letting him work on his own.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">In conjunction with the student and her IEP team, a high\nschool Chemistry teacher assigns a National Honor Society student tutor the\nresponsibility to work with a student during individual practice activities.</span></p><p class="MsoNormal">A cyber student participates in his "live lesson" and an individual tutoring session with his teacher, where he is guided as he completes assignments.</p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:5},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:2},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:3},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:7},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://blogs.psychcentral.com/adhd-millennial/2016/12/adhd-teaching-tip-how-to-use-repetition/">ADHD\nTeaching Tip: How to Use Repetition</a> \u2013 Neil Peterson \u2013 PsychCentral</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well with a partner",__i:{guid:"f1b4170f-e7f6-477e-85bc-c606d30a14f3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:06.828Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"db3f86f7-ed86-4a41-8614-d9c54bacbc6b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:33:01.7420000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T14:08:17.2600000Z"}}},{Key:"L45",Title:"Permit student to compare their notes to the teacher's",Description:'<p class="MsoNormal"><span style="line-height: 107%;">After a period of note-taking, the student should be\npermitted to compare their notes to the teacher\u2019s notes.&nbsp; This practice supports the student in making sure\nthat they took complete notes from the class.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with paying attention in class can\nbenefit from being permitted to compare their notes to the teacher\u2019s notes.&nbsp; In this practice, the student is encouraged\nto continue to maintain responsibility for taking notes but is allowed to be sure\nthat their notes are complete.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Students who struggle with various processing\ndisabilities, are slow at taking notes, or struggle to attend to multiple tasks\nat one time can also benefit from comparing their notes to the teachers.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school social studies teacher permits her\nstudent to compare his notes to hers after every class.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school science teacher provides a copy of his\nnotes to another teacher who permits his student to compare notes during a study\nhall.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade math teacher permits a student to compare\nthe notes she takes on sample problems solved during class to the screenshots\nshe takes from a smartboard.&nbsp; Screenshots\nare uploaded to the teacher\u2019s webpage so that the student can compare it at\nhome with the support of her parents.</span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A teacher with a virtual classroom\nposts her daily notes to her shared drive for her students to access.</span><o:p></o:p></p>',NeedsCategories:[{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},{Name:"Written Expression",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.understood.org/articles/en/written-expression-disorder-day-in-life">&nbsp;A\nDay in the Life of a Child with Written Expression Disorder</a> - Understood.org</span><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:32:33.508Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:2},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:3},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},Priority:2},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:2},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:7},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5},{Need:{Name:"Written Expression",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.understood.org/articles/en/written-expression-disorder-day-in-life">&nbsp;A\nDay in the Life of a Child with Written Expression Disorder</a> - Understood.org</span><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:32:33.508Z"}}},Priority:4}],RelatedLinks:'<p><span style="font-size: 11pt; line-height: 107%; font-family: Calibri, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.cultofpedagogy.com/note-taking/">Note-taking: A Research Roundup</a>\n\u2013 Jennifer Gonzalez \u2013 Cult of Pedagogy&nbsp;</span><br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"610db81a-ca4e-45f9-ad73-0fa6d7198b7e",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:36:45.0500000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-08-04T14:41:42.4280000Z"}}},{Key:"L46",Title:"Turn on closed captioning for all videos",Description:'<p class="MsoNormal"><span style="line-height: 107%;">When showing a video in class, teachers should turn on\nthe closed caption option to support the student\u2019s learning and understanding.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who are learning to read will always benefit\nfrom closed captioning.&nbsp; Other students,\nsuch as those with hearing impairments or who struggle to comprehend spoken\nlanguage, will also help.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary teacher regularly turns on the closed\ncaptioning in videos.&nbsp; She believes this\nhelps to support all students as they are learning to read.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher turns on the closed\ncaptioning while the students watch a video of a Shakespeare play.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school social studies teacher turns on closed\ncaptioning while watching a History Channel video related to the Battle of\nGettysburg.&nbsp; </span></p><p class="MsoNormal"><span style="line-height: 107%;">During a Zoom class session, a high school teacher turns on her closed captioning to support her students.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:3},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://zoom.us/accessibility">Zoom accessibility\nfeatures</a> <o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"8f0c9a4a-eab7-49fb-981c-f3264e8fff2b",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:40:20.8200000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-14T13:37:30.8320000Z"}}},{Key:"L47",Title:"Do not grade calculations when learning math concepts; attention and grading should be focused on the process",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers should focus their attention, as well as the\nstudent\u2019s attention, on the mathematical processes without regard for correct\ncalculations. &nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p><span style="line-height: 107%;">Students who struggle with math calculations can benefit from the use of\nthis accommodation.&nbsp; By looking past\nerrors in calculations, students can often master processes and procedures as\nwell as develop a solid understanding of mathematics concepts.&nbsp;&nbsp;</span><br></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A second-grade teacher focuses her attention on the\nstudent\u2019s ability to complete the process of subtraction and ignores errors\nmade with the calculations.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">When adding mixed numbers, a fourth-grade teacher\nfocuses on the student\u2019s ability to complete the process and ignores errors\nmade with calculations.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">When rearranging simple equations in Pre-Algebra class,\nthe teacher focuses on the use of the proper inverse operations to isolate the\nvariable and ignores errors made with calculations of integers.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}}],NeedsPriorities:[{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:42:36.343Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:3},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:3},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://learningbird.com/teaching-math-in-the-21st-century-changing-the-focus-from-calculations-to-critical-thinking/">Teaching\nMath in the 21<sup>st</sup> Century: Changing the Focus from Calculations to\nCritical Thinking</a> \u2013 Chris Ozarka - Learning Bird</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"d9d2f070-fe29-47de-adf1-9b9028f2e26d",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:42:18.9710000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T13:56:23.3320000Z"}}},{Key:"L48",Title:"Provide opportunity for student to explain how they developed the answer to an incorrect math problem",Description:'<p><span style="font-size:12.0pt;line-height:107%;\nfont-family:&quot;Calibri&quot;,sans-serif;mso-fareast-font-family:Calibri;mso-fareast-theme-font:\nminor-latin;mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:\nAR-SA">During math class and/or other situations that require the child to\nsolve math problems the student should be permitted the opportunity to explain\ntheir solution process.&nbsp; Time should be\ntaken to identify and correct the misunderstanding that resulted in the\nerror(s).</span><br></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Typically, this accommodation\nworks best if the student is permitted the opportunity to explain their process\nin a one-on-one setting with someone who can identify the source(s) and provide\na quality explanation of error(s).&nbsp;&nbsp;&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">By working with the student to\nidentify and correct errors, the teacher can often identify patterns of\nmisunderstandings that can then be addressed proactively during\ninstruction.&nbsp; This helps to prevent\nfuture misunderstandings and errors.&nbsp; For\nthis reason, the general education classroom teacher is often the best person\nto lead this conversation however, special education staff and\nparaprofessionals can be used if absolutely necessary.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss when this\nconversation should occur.&nbsp; Keep in mind\nthat it works best if the conversation closely follows the actual completion of\nthe problem.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">For children that enjoy working\nwith peers, it is possible to permit the student to discuss errors with a\nclassmate.&nbsp; However, careful attention\nshould be given to the peer\u2019s ability to identify and explain errors\ncorrectly.&nbsp; Teams should discuss this\ncarefully with all members.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n<span style="line-height: 107%;">Teams should not confuse this accommodation with A9 \u2013 Permit student to\nrework missed problems/questions for a better grade.&nbsp; However, teams may wish to also consider this\nmodification as well.&nbsp;&nbsp;</span><br></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A third-grade learning support\nteacher and his general education co-teacher circulate the room while students\nwork on assignments to identify student errors and hold discussions to correct\nmisunderstandings.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An Algebra teacher checks one\nstudent\u2019s test as soon as the test is completed then immediately discusses\nerrors with the student.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An 11th-grade student\ncollaborates with a peer to correct errors after completing homework\nassignments.&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber student schedules a brief 1-to-1 session with their teacher following a recently completed test.</span></p><p class="MsoNormal"><span style="line-height: 107%;"> <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A physical science teacher\nreviews assignments to correct mathematical errors.&nbsp;&nbsp;</span></p><p class="MsoNormal">An autobody instructor reviews a math error a student made when planning to mix paint.</p>',NeedsCategories:[{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/The-Power-of-a-Good-Mistake/" target="_blank">The Power of a Good Mistake </a><a href="https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/The-Power-of-a-Good-Mistake/"><span style="line-height: 107%;"></span></a><span style="line-height: 107%;"> \u2013\nLinda Gojak \u2013 National Council of Teachers of Mathematics (NCTM)<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.teachthought.com/pedagogy/9-ways-help-students-learn-mistakes/" target="_blank"><span style="line-height: 107%;">9 Ways to Help Students Learn Through Mistakes</span></a><span style="line-height: 107%;"> \u2013 poster and website \u2013 teachthought.com<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"0f355dfd-8ffd-45f0-820d-5b8463dc3cd9",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-11-01T14:01:25.5680000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-11-01T14:02:14.4490000Z"}}},{Key:"L49",Title:"Do not use cursive writing",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers should not use cursive writing.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students who are working on learning to read and write\nwill often be unable to recognize cursive writing.&nbsp; Since teachers typically don\u2019t begin using\ncursive writing on boards or when marking student\u2019s papers until the student is\nolder, the student will not make their inability to read cursive known.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">All teachers of a student with a disability avoid using\ncursive when writing on the board or when responding to student work.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A teacher who feels strongly about continuing to use\ncursive when presenting provides her student with a printed document that\nincludes typed notes that she writes on the board.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:2},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"a722252c-f2fc-4df1-94df-100d68eb8030",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T14:31:19.9610000Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:33:45.6150000Z"}}},{Key:"L5",Title:"Provide a model of the end product",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Provide the student whenever possible with a completed\nmodel (projects, reports, math problems, writing assignments, etc.).&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">When a student struggles with processes or procedures,\nsometimes an example of the end product can support his completion of the task.\n<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">When teachers assign larger projects, students will\nfrequently fail to complete the project because they can\u2019t imagine what it\nwould be like (look like) in its completed form.&nbsp; By providing examples or models, some\nstudents are more likely to complete the project.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">In math class, students who struggle with mathematical\nprocedures can find success if a completed model example is provided for them.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary math teacher references a student to a\npage in the book that shows a completed example of the type of problems a\nstudent will complete for homework.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school English teacher provides an outline\nshowing the breakdown of a one-page writing assignment that shows a topic\nsentence and three supporting details in each paragraph.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A biology teacher shows his student an example of a cell\nstructure model that a student completed last year.</span></p><p class="MsoNormal">A chemistry teacher posts a sample lab report to his virtual classroom drive.</p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10}],RelatedLinks:'<p><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber">6\nScaffolding Strategies to Use With Your Students</a> \u2013 Rebecca Alber \u2013\nEdutopia.org</span><br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"e60ec848-4554-4785-8018-a42f57e157f7",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:45:12.9710000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T18:01:25.5530000Z"}}},{Key:"L52",Title:"Provide computers for written work",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To support the student\'s ability to\ncomplete writing assignments, provide a computer so that work can be typed\ninstead of handwritten</span><span style="line-height: 107%;">.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss what\nfeatures of the device the student should be permitted to utilize.&nbsp; For example, should the student be allowed to\nuse spellcheck, research online, thesaurus and dictionary tools, other\nwebsites, etc.?<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss if the\nstudent will carry the device on their person or if it will be made available\nfrom an adult in each environment.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should work with the\nschool\'s instructional technology department to discuss network connectivity\nand other device-related issues and policies.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the\nstudent\'s ability to take it home to work on homework.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary student uses a\nlaptop to complete written assignments.&nbsp;\nThe device is transferred to his teachers by an instructional aide.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student carries\na laptop with him to classes so that he can complete written work.&nbsp; His parents provided the computer because it\nis one he has been using at home.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student uses a\nschool-issued laptop to complete all assignments, including classwork and\nhomework.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}}],NeedsPriorities:[{Need:{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.908Z"}}},Priority:3},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:7}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys writing",__i:{guid:"3a7023f5-f050-41aa-b37e-d85bd36da21d",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:40.755Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"d39a3474-03c1-4cb8-8633-00b0c9ce3548",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-09-22T19:27:46.1210000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-23T13:43:57.7840000Z"}}},{Key:"L55",Title:"Permit student to take a digital photo of notes or other items",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student should be permitted to take a digital photo\nof items such as notes, completed math problems, PowerPoint slides, and other\ninstructional items that can be supportive of learning, practice, and studying.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">In general, students who struggle collecting quality\nnotes can be supported by permitting them to take a photo of notes and other\nmaterials.&nbsp; These students may have poor\nhandwriting, struggle with multitasking, be slow at writing, or benefit from\nthe ability to attend only to instruction without the concern for taking notes.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade math teacher permits his student to take a\nphoto of each problem he completes on the board, providing a functional sample\nproblem when his student is working on homework.&nbsp; All students are permitted to take a photo if\nthey would like.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school social studies teacher permits her student\nto take a photo of the chalkboard before erasing the class notes.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school Physics teacher sends a copy of his\nPowerPoint to his Google classroom so students can download it while studying\nfor tests.</span></p><p class="MsoNormal">A cyber student uses the "Snipping Tool" included on his PC to take screenshots of various important points of the lesson so he is able to use the pictures when studying.&nbsp;&nbsp;</p>',NeedsCategories:[{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:10},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://support.microsoft.com/en-us/windows/use-snipping-tool-to-capture-screenshots-00246869-1843-655f-f220-97299b865f6b">Microsoft\nSnipping Tool</a><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"96445fa1-5010-4ebe-a618-b1ebcb252bfb",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T14:50:09.6530000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-14T14:42:53.4210000Z"}}},{Key:"L56",Title:"During math problem solving, assist the student in creating a number sentence for each problem",Description:'<p class="MsoNormal"><span style="line-height: 107%;">A number sentence is a mathematical sentence made up of numbers and symbols (3+7= or 8-x=5, etc.).&nbsp; Assisting the student to create a number\nsentence helps them develop the ability to understand problem-solving and\nmathematics application scenarios.&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss if this\naccommodation should be used during both learning and assessment activities. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Based on grade level, teams should\ncarefully consider other classes where mathematics skills are applied, such as\nscience, various vocational courses, driver\'s education, etc.&nbsp;&nbsp; All teachers should be prepared to support\nthis accomod.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Whenever possible and if desired\nby the team, teachers should plan to guide the development of a number sentence\nversus simply providing one.&nbsp; By driving\nthe number sentence\'s creation, the student is developing and refining their\nability to do so independently.&nbsp; Memories\nare encoded through language, so encourage them to speak and guide as much of\nthe sentence development as possible.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">After\nassigning homework, worksheets, tests, and other activities, a fifth-grade math\nteacher meets with his student to permit them to share number sentences she\'s\ndeveloped for the open-ended questions.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A\nmiddle school science teacher discusses elements of a lab activity that\ninvolves applying math skills, so her student can solve the number sentences\nrequired for the activity correctly.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An\nautobody instructor works with his student to discuss the ratios of various\nproducts necessary to mix paints.&nbsp; A\nnumber sentence is developed to support the student\'s ability to perform the\ntask.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:10},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:3},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/wolframalpha-official/icncamkooinmbehmkeilcccmoljfkdhp/?hl=en"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Wolfram Alpha</span><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;</span></a><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"> Students can type in math problems,\nequations, and definitions, and Wolfram Alpha will present answers in a new\ntab.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/graspable-math-sidebar/akhomcacccpndpgckgpkmcijkimphhmk" style="background-color: rgb(255, 255, 255);"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Graspable Math</span></a><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; line-height: 107%;">&nbsp; </span><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; line-height: 107%;">Students can manipulate math equations\nthat they copy from websites or type in on their own.&nbsp;</span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://chrome.google.com/webstore/detail/cloudy-calculator/acgimceffoceigocablmjdpebeodphgc"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">Cloudy Calculator</span></a><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;</span><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">- A tool for math problems.&nbsp;\nStudents can type in words, and the answer will be presented in numeral\nform.&nbsp; &nbsp;</span><span style="font-size:12.0pt;\nline-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"5aa3c667-531f-4c89-8459-fb94fe2af1b1",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-02-05T16:31:32.9010000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-02-05T16:32:17.7900000Z"}}},{Key:"L57",Title:"During independent reading assignments, hold regular conversations with the student to support comprehension",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Staff should support the student while reading\nindependently by engaging in regular conversations to support\ncomprehension.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams can help students who struggle to comprehend\nreading by holding meaningful conversations that break reading assignments into\nsections.&nbsp; Students who struggle with\nreading comprehension often do so because they misunderstand a particular\nportion of the text.&nbsp; This\nmisunderstanding then transfers into the rest of the reading assignment causing\nconfusion and frustration.&nbsp; Independent\nreading comprehension can be supported by breaking the assignment into smaller\nmeaningful parts.&nbsp; A conversation with a\nstaff member can further support understanding by providing an opportunity to\ndiscuss what was read and clear up any misunderstandings at useful points\nduring reading.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Students who read fast can also benefit from this\naccommodation.&nbsp; Students who read quickly\noften do so at the cost of comprehension.&nbsp;\nBy holding frequent conversations, the student is forced to slow down\nand attend to their understanding of the text.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">IEP teams should discuss the appropriate amount of text\nor time to hold comprehension conversations.&nbsp;\nDepending on the student\u2019s unique need, a page of text, or two minutes\nof reading, may be an appropriate amount of text where others may be able to\nread more extended amounts before a break for conversation.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A second-grade reading teacher discusses the content of\neach page with her student.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade student works with an instructional aide\nto discuss the main point of each sentence she reads.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student discusses with his teacher the\nmain points from each section of a social studies textbook.</span></p><p class="MsoNormal"><span style="line-height: 107%;">A cyber student meets independently to read and discuss assignments with an instructional aide.&nbsp;&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;">Because she wants to be involved, a cyber student\'s parent talks with her son about what he\'s reading.&nbsp; The school provides a training for parents on how to engage with their child while reading.&nbsp;&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:3},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:3},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.readingrockets.org/article/dialogic-reading-having-conversation-about-books">Dialogic\nReading: Having a Conversation about Books</a> \u2013 Reading Rockets<o:p></o:p></p>\n\n<p class="MsoNormal"><a href="https://www.gettingsmart.com/2019/10/small-talk-big-benefits-adding-conversations-to-reading-and-everyday-moments/">Small\nTalk, Big Benefits: Adding Conversations to Reading and Everyday Moments</a> \u2013 Ghol\n&amp; Thorson \u2013 Getting Smart<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is a self-starter",__i:{guid:"067cd497-bee3-4a07-9b7a-27a54f0a7872",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:03.688Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"b8f06a0e-641a-41dc-b69f-d92d86ee8066",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:48:19.0520000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-22T15:11:35.9900000Z"}}},{Key:"L59",Title:"Create and share with the student an anticipated amount of time to be spent working on task",Description:'<p class="MsoNormal"><span style="line-height: 107%;">When beginning a task, the student should be made aware\nof the amount of time the teacher anticipates and/or expects the student to be\nengaged before completion or a break from work.&nbsp;\nAdditionally, the teacher should, in some way, indicate the amount of\ntime expected to be spent on homework or other out-of-class assignments.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">The best way to understand this accommodation is to\nimagine that someone has set a goal for you and that you have no idea when you\u2019ll\nachieve it.&nbsp; Is the goal 10 points in\nbasketball or 1000?&nbsp; By having an idea of\nthe parameters to success, you\u2019re more likely to initiate and sustain the effort.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Most students can process a task and develop an idea of how\nlong it might take them to complete a given assignment.&nbsp; This helps them to not only plan but also\nhelps them to build endurance for task completion.&nbsp; Some students with disabilities are either\nunable to process how long a task might take, or they work too slow to achieve\nit within a reasonable amount of time.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">The student who works slowly would benefit by\nunderstanding that a set amount of work time has been established.&nbsp; All parties recognize that the student is\nexpected to work diligently for the set amount of time.&nbsp; After this set time, the amount of work finished\nwill be accepted as a completed assignment.&nbsp;\n<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">The student that is unable to estimate how long a task\nmight take to complete will benefit from this accommodation because it will\nsupport their ability to plan and sustain the effort. <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Finally, a student who cannot work for extended amounts of\ntime would benefit from this accommodation by knowing that a break is coming\nwithin a set amount of time. &nbsp;This will\nencourage the student to sustain their effort for a set amount of time.&nbsp; Through the use of this accommodation, teams\ncan strategically increase a student\u2019s work endurance by slowly increasing the\namount of time before a break.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A seventh-grade math teacher writes, on the top of daily\nworksheets, the amount of time he anticipates a homework assignment taking to\ncomplete.&nbsp; The student\u2019s parent oversees\nthat he works the set amount of time each night.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A third-grade teacher helps her student initiate tasks\nby telling him that she expects him to work five minutes before taking a break\nto play with his fidget spinner.&nbsp; It is\nunderstood that, if he works hard for five minutes, he can then play with his\nspinner for a minute before returning to work for an additional five minutes.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade reading teacher sets a silent timer for a\nstudent before a reading activity.&nbsp; It is\nexpected that the student reads independently for the amount of time set on the\ntimer before a paraprofessional reading the remaining portion of the story with\nhim.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">His teacher tells a high school student at the beginning\nof an assignment that he is expected to work for a sustained 15 minutes before\ntaking the rest of the period to listen to music on his phone.&nbsp;</span></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;">With a virtual classroom, a teacher includes\nan annotated comment in a digital document that indicates a specific amount of\ntime she anticipates an assignment will take to complete.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:3},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:3},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.edutopia.org/discussion/homework-helping-students-manage-their-time">Homework:\nHelping Students Manage Their Time</a> \u2013 Brian Sztabnik \u2013 Edutopia&nbsp;</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"59cab0f2-76af-4e2c-a5b9-62d49aaa6bfd",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:53:50.7330000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T13:32:47.2250000Z"}}},{Key:"L6",Title:"Use word-for-word sentence fill-ins",Description:'<p class="MsoNormal"><span style="line-height: 107%;">A word-for-word sentence fill in is a note-taking\nstrategy that supports the learner by making sure that he records the most relevant\ncontent from the lesson.&nbsp; The teacher provides a note-taking sheet that\nincludes reference to specific sentences that will be said during\ninstruction.&nbsp; When the student hears the sentence, he records the words in\nthe blanks.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">The strategy supports the student by teaching him to pay\nclose attention to a lecture (or other presentation such as a video) to search\nfor and complete direct quotes of meaningful content.&nbsp; There are a variety\nof ways to use word-for-word sentence fill-ins ranging from a string of blanks\n(___ ___ ___ ___ ___.) to sentences that include connector words&nbsp;with\nblanks for the student to fill in the most important words (____ ____ was the\nfirst _____ of the _____ ____.) or phrases (General Patton was in command of\nthe ___ ___ ___ ___ ___ ____ ____.)<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">This note-taking strategy is used to encourage the student\nto pay close attention to class while still holding them responsible for taking\nnotes.&nbsp; However, it helps to prevent the student from becoming overwhelmed\nwith the need to take detailed notes independently.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Word-for-word fill-ins can also be easily created for online\nvideos and movies by pulling quotes from the closed captioning.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A social studies teacher gives a student a word-for-word\nfill in daily to support the notes the student should take.&nbsp; The words\nthat the student fills in are used as a study guide for the upcoming test.</span></p><p class="MsoNormal"><span style="line-height: 107%;"><o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A teacher, with a virtual classroom, posts a live fillable document she created that provides blanks for students to complete during class.&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;">A science teacher gives a word-for-word fill in that\nleaves blank the vocabulary terms to be used in each day\u2019s lecture.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A 4th-grade math teacher gives a word-for-word fill in\nthat requires the student to fill in the steps of solving a fraction\nmultiplication problem.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school English teacher pulls quotes from a\nnovel the class is reading to support the student in identifying the major\nthemes from the book.<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school physical education teacher pulls quotes\nfrom an online video he uses to teach students to stretch before\nexercise.&nbsp; Blanks are left for the student to fill in the muscle each\nstretch is designed to impact.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:40.17Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:10},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:31.83Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://worksheets.theteacherscorner.net/make-your-own/fill-in-the-blank/">Create\nyour own Fill in the Blank worksheet</a> \u2013 The Teacher\u2019s Corner</p><p class="MsoNormal"><a href="https://gsuite.google.com/marketplace/app/fillable_document/305830069607" style="background-color: rgb(255, 255, 255);">Fillable\nDocument</a> \u2013 Google Suite \u2013 Make your document a live fillable form</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><sub><o:p></o:p></sub></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"5cbf604c-f276-4bd7-821a-a29d1c43d919",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T15:12:00.6560000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-07T14:25:43.5790000Z"}}},{Key:"L60",Title:"Establish eye contact during most important aspects of instruction and when giving directions",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To assist with the understanding of instruction and\ndirections for assignments, the teacher should make sure to establish eye\ncontact with the student.&nbsp; This practice\nis designed to support the student with comprehension of the essential aspects.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Careful attention should be given to the student\u2019s\nlearning tendencies.&nbsp; Frequently this\ninformation can come from places outside of the classroom where the student is\ninternally motivated to learn.&nbsp; When in\nthis situation, does the student tend to look at (make eye contact) with the\nperson they are wanting to learn from?&nbsp;\nSome learners benefit from looking away, up, or down from the speaker to\nlearn best.&nbsp; This is why it is vital to\nestablish the natural tendencies of the student.&nbsp; Procedures such as making eye contact does\nnot work for all learners.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">For older students, it works best to establish a cue\nthat reminds the student that they are expected to be looking at the\nspeaker.&nbsp; Cues, such as a pause in\nspeaking, or phrases such as \u201cDon\u2019t miss this, it\u2019s important,\u201d \u201cHere are the\ndirections for this assignment\u201d and others assist the student in knowing that\nthey are to be making eye contact with the speaker.&nbsp; The speaker should not proceed until eye\ncontact has been made.&nbsp; Work with the\nstudent to establish these procedures.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">In some instances, it is important to recognize that\nstudents need to be taught why eye contact is important during learning as well\nas taught how to make eye contact. &nbsp;Teachers should not assume that a student will\nautomatically know why and how to make eye contact.&nbsp; In some cultures and settings, eye contact is\nnot appropriate. Given the diverse background and experiences of our students,\nwe need to be mindful that there are times where it isn\u2019t appropriate.&nbsp; Some of these situations can teach a student NOT\nto make eye contact; therefore, we need to explain the difference in settings so\nthat they understand why it may or may not be appropriate at a given time.&nbsp; This practice respects culture and previous\nexperiences while teaching that it is a necessary skill in some settings.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade teacher glances at her student before the main\npoints of instruction.&nbsp; If the student\nisn\u2019t looking at her, she says his name before proceeding with instruction.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade teacher establishes with her class that\nshe will ring a bell before teaching the main points of a lesson and when\ngiving directions for assignments.&nbsp; If\nshe notices one of her students isn\u2019t looking, she calls out their name before\nproceeding.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school social studies teacher establishes with a\nstudent that he will tap his foot on the ground before presenting a critical\npoint. He will then make eye contact to ensure that his student is actively\nlistening.</span></p><p class="MsoNormal">A cyber teacher uses her webcam during all instruction.&nbsp; When she\u2019s about to teach important aspects\nof a lesson, she pings a student as a nudge to pay attention, says \u201cdon\u2019t miss\nthis,\u201d and then looks directly into the camera to stress the importance of a\nconcept.&nbsp;&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:10},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:10},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:28.314Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://5radicalminutes.com/the-importance-of-making-eye-contact/"><span style="line-height: 107%;">5\nRadical Minutes \u2013 Tips for Kids Who Have Difficulty Making Eye Contact</span></a><span style="line-height: 107%;"><o:p></o:p></span></p><p>\n\n<span style="line-height: 107%;"><a href="https://youtu.be/ISFUjaiBvWU" style=""><span style="line-height: 107%;">Why\nIs Teaching Eye Contact Important? \u2013 YouTube video by Autism Live</span></a></span><br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Resilient",__i:{guid:"c0517d58-c98c-4f8b-9295-58551fb022c1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:15.951Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Doesn\u2019t mind being interrupted",Description:"",__i:{guid:"0fb501e5-6712-41bb-9b77-eb5f835a60df",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:16:21.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-22T14:13:03.03Z"}}},Priority:1}],__i:{guid:"20cd7f09-6363-4d0b-806e-3866c266e3a5",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-15T19:49:57.3830000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T13:27:33.2010000Z"}}},{Key:"L65",Title:"Provide a written, step-by-step process of how to solve math problems",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student should be provided with written procedures,\nusing words or words with numbers as examples, of how to solve math problems. &nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Observation shows that students who struggle to solve\nmath problems often enjoy the language side of learning.&nbsp; Math teachers will hear students say, \u201cI like\nto read, so I\u2019m bad at math.\u201d&nbsp; By\nproviding a written process to these students, teachers can support the math\nlearner by using their strength of reading. <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Students who struggle to comprehend and/or record the\nentire process during notetaking activities may also benefit from having a written\nprocedure to solve problems provided to them for support.&nbsp;</span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A second-grade teacher provides her student with the\nwritten process to subtract using regrouping.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fourth-grade math teacher provides a written process\nto simplify fractions.&nbsp; She notes that\nthe students will use this same process during multiple other problem-solving\nsituations throughout the year.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An Algebra teacher provides a student with step-by-step\ninstructions on how to solve a two-step equation by isolating the variable using\ninverse operations, also providing examples.</span></p><p class="MsoNormal">A math teacher using a virtual classroom posts a document to his shared drive that outlines the process to solve a series of problems.&nbsp;&nbsp;<br></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:28:11.839Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:10},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  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Supporting this means that the\nteacher will find ways to permit this opportunity.&nbsp; It may mean allowing time in class or\nmodifying homework requirements to provide additional time to reread texts. &nbsp;In some cases, the student may benefit from a\npost-reading discussion with an adult or peer partner.&nbsp; The goal is to support the student\u2019s efforts\nto reread texts as independently as possible.&nbsp;<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Reading and then rereading text\nrequires time.&nbsp; Teams should discuss and\nplan for potential opportunities to reread texts before implementing this\naccommodation.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">The goal with this accommodation\nis to support the student\u2019s ability to read independently versus other\naccommodations, which are more intensive and do the reading for the\nstudent.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams may also consider coupling\nthis accommodation with others that are designed to teach active reading\nstrategies such as <u><i>L8 \u2013 Provide the student with\na list of discussion questions before reading to engage for active reading</i></u>\nor <u><i>L81 - Meet/speak with the student to\nestablish a purpose for reading before providing an assignment</i></u>.&nbsp; The student should become increasingly more\nengaged each time the passage is read; therefore, active reading is a necessary\nskill to apply.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation generally works\nbest if the student is a reasonable fluent reader.&nbsp;&nbsp;<u style="font-family: &quot;Acre Medium&quot;; font-size: 13.5pt;"><span style="color:#00B0F0"><o:p></o:p></span></u></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary school student\nrereads identified classroom assignments each evening with his parents.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student rereads\nclassroom assignments during a study period in his schedule.&nbsp;</span></p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher creates a breakout\ngroup for students who would like to reread a text passage that was just read\nduring class.&nbsp;&nbsp;</span><o:p></o:p></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  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When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://russonreading.blogspot.com/2014/12/the-power-of-rereading.html#:~:text=Rereading%20helps%20students%20develop%20a,Reading%20Teacher%2C%20March%202005).">The\nPower of Rereading</a> \u2013 Russ on Reading&nbsp;</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Can keep track of 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read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"6a371127-9826-4fc6-8698-10e7de283fd8",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-16T14:31:11.5270000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-08T14:22:13.2350000Z"}}},{Key:"L70",Title:"Provide a checklist or other visual representation of processes/procedures",Description:'<p class="MsoNormal"><span style="line-height: 107%;">When instruction or assignments include a process or\nprocedure, the student should receive a flowchart, checklist, or other visual\nrepresentation of the process to support the student\u2019s ability to complete the\ntask.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should consider this accommodation for students\nwho benefit from visual learning methods.&nbsp;\n<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation often helps a student who frequently\nmakes errors due to skipping steps in processes and procedures.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">When a visual representation is used repetitively, such\nas when solving math problems, consider laminating the document.&nbsp; Lamination will support the student\u2019s ability\nto retain as well as use dry-erase markers to write directly on the document.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school science teacher creates a sequenced\nchecklist of the process to complete a lab exploration.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An Algebra teacher creates and uploads to his Google Drive a flowchart that shows how to\nsolve a </span><a href="https://creately.com/diagram/example/h2y1a3d11/Solving+a+System+of+Equations+using+Sub"><span style="line-height: 107%;">system\nof equations</span></a><span class="MsoHyperlink"><span style="line-height: 107%;"> </span></span><span style="line-height: 107%;">using\nsubstitution.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A fourth-grade math teacher provides a flowchart she\nfound on </span><a href="http://www.teacherspayteachers.com/"><span style="line-height: 107%;">Teacher\u2019s\nPay Teachers</span></a><span style="line-height: 107%;"> showing the process for how to find a\ncommon denominator.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:5},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:5},{Need:{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}},Priority:5},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.594Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:53.319Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p><span style="background-color: rgb(255, 255, 255); color: rgb(13, 13, 13); outline: 0px; line-height: 14.98px;"><a href="http://www.teacherspayteachers.com/" style="text-decoration-line: underline; background-color: rgb(255, 255, 255); color: rgb(13, 13, 13); outline: 0px;">Teacher\u2019s Pay Teachers</a>&nbsp;- a plethora of&nbsp;</span><span style="background-color: rgb(255, 255, 255); color: rgb(13, 13, 13); outline: 0px; line-height: 14.98px;">resources for teachers</span><br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"f204bc70-5207-4d36-9a99-95809dd7a2b5",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-16T14:41:11.7590000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-27T16:26:50.5110000Z"}}},{Key:"L71",Title:"During problem solving situations, assist the student with identifying keywords and clues in context that assist with determining the math operation to be completed",Description:'<p class="MsoNormal"><span style="line-height: 107%;">When given a math problem, in math class or other\nclasses such as science, that doesn\u2019t clearly show the operation to be\ncompleted, assist the student with identifying the operation.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Recognize that a given "keyword" does not always mean that a given operation is to be completed so teams must support the use of this strategy in context.&nbsp; In other words, seeing the word "more" doesn\'t always mean to add and etc.&nbsp; &nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;">The goal is to support the student while continuing to\nlearn to identify operations.&nbsp; The\nstudent needs continued support to develop this skill, so expecting that\nidentifying operations is done independently is not appropriate. However, with\nthis support, the student will be able to improve their ability to complete\nmathematics operations while continuing to learn when and how to utilize\nproblem-solving skills.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">To what degree does the student need support?&nbsp; In some cases, the child may require reassurance\nthat the correct operation was selected, while others may require assistance\nin choosing the operation.<o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams should consider if this support should be provided\nduring independent practice and/or on assessments.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary science teacher works with a student to\nidentify which operations to use to solve volume conversions that are necessary\nto complete a lab activity.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school math teacher highlights keywords on all\nassignments that his student then compares to a keyword chart to identify the\noperation.&nbsp; The teacher then verifies\nthat the student selected the correct operation.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">As arranged in an IEP meeting, a parent works with his\nson to assist her with identifying the operations to be used to solve math\nproblems on a homework assignment.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An elementary instructional aide works with a student to\nassist him in identifying the operations to be used to solve problems on a\nclassroom assignment.</span></p><p class="MsoNormal"><span style="line-height: 107%;"></span></p><p class="MsoNormal">A cyber teacher creates a \u201cbreakout\u201d room to support students\nwho would like to chat about problems to develop a better understanding of the\nquestions on a homework assignment.&nbsp;&nbsp;</p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.968Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:03.864Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T13:27:41.394Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.create-abilities.com/blogs/create-abilities-blog/guiding-questions-for-math-tasks">Guiding\nQuestions for Math Tasks</a> \u2013 Create-abilities&nbsp;</p><p class="MsoNormal"><a href="https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/mps_pg_052212.pdf" style="background-color: rgb(255, 255, 255);">Improving\nMathematical Problem Solving in Grades 4 Through 8</a> \u2013 What Works Clearinghouse\nNational Center for Education Evaluation and Regional Assistance</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"7a56597b-38ea-4e51-a965-2a0dbd89c26f",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T18:56:28.0120000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-17T21:25:07.9090000Z"}}},{Key:"L72",Title:"Student should not be required to read aloud to class",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student should not be required to read aloud in\nclass or in front of peers.&nbsp; Staff should\nnot randomly or systematically (such as taking turns) request or require the\nstudent to read aloud.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Instead of reading aloud, IEP teams should discuss ways\nto engage the student\u2019s participation in class during periods of reading, so\nteachers are aware of engagement.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">The student should be privately encouraged to volunteer\nto read during times where they feel comfortable reading.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">For clarity purposes, IEP teams may wish to discuss\ninstances where it may be appropriate to request the child to read aloud, such\nas during small group instruction or planned cases.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">This accommodation intends to prevent the student from\npublicly displaying their disability, so, as outlined in an example below,\nteams may wish to prepare students in advance to participate in class reading\nactivities.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school reading teacher who frequently engages her class in \u201cround-robin\u201d type reading activities permits students to opt-out\nof participation.&nbsp; In its place, the\nstudents are asked to keep a notebook where they record notes, drawings, or another\nchosen activity that highlights the major themes and events from each section\nread during class.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade science teacher is planning to read a\nsection from a science textbook with her students in a class.&nbsp; She informed the class that they would be\nreading the chapter, and then arranged with one of her students to read a particular\nparagraph, so he was able to pre-read it with his mother at home the night\nbefore.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student, who is participating in reading a\nShakespeare novel, is not required to read aloud to his peers.&nbsp; In place of reading, the student has agreed\nto ask one question during each day of reading that shows his involvement.&nbsp;&nbsp;</span></p><p class="MsoNormal"><span style="line-height: 107%;"></span></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A cyber teacher doesn\u2019t\nrequire her student to read during virtual instruction with the rest of the\nclass present.&nbsp;&nbsp;</span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.988Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:51.191Z"}}},Priority:3},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.readingandwritinghaven.com/problem-calling-students-read-loud/"><span style="line-height: 107%;">Reading\nAnxiety: The Problem with Calling of students to Read Out Loud</span></a><span style="line-height: 107%;"> <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley"><span style="line-height: 107%;">Edutopia:\n11 Alternatives to Round Robin (and Popcorn) Reading</span></a><span style="font-size:13.5pt;line-height:107%;font-family:&quot;Segoe UI&quot;,sans-serif"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"310ae0c2-3a9d-4591-825d-b1e9e150d794",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T19:00:53.1330000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:34:54.3950000Z"}}},{Key:"L73",Title:"Develop writing ability by focusing on content not mechanics",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To develop the student\u2019s ability and willingness to\ncommunicate through writing, teachers and parents should focus on the content\nand not on grammar, punctuation, or other mechanics errors.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">It is human nature to avoid things that we do poorly\nbased on our observations and feedback from others.&nbsp; Writing is one of those skills that students\nlearn early to either \u201clove\u201d or \u201chate.\u201d&nbsp;\nThis opinion is usually based on whether they view themselves as being\n\u201cgood\u201d or \u201cbad\u201d at writing. Those that feel they are \u201cbad\u201d at writing typically\nsay that they struggle with mechanics, yet mechanics is not always the most critical\naspect of writing.&nbsp; The goal in writing\nis to share your thoughts and feelings through the written word; to communicate\nwith someone that is not in your presence.&nbsp;\nMost children like this idea, which is why skills, like texting or\ncommunicating via social media, are so well-loved by children.&nbsp; The difference is that when engaged in these\nactivities, their writing mechanics are not being scrutinized, so they feel\nfree just to communicate.&nbsp; By focusing classroom\nwriting tasks on content and away from mechanics, teachers are more likely to\nencourage the student\u2019s desire and willingness to write.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">The key is to encourage the student to value writing and\nlearn that they can communicate their thoughts through its use.&nbsp; Once they have developed a desire and\npositive attitude about writing, adults can then begin to show them how the use\nof proper mechanics helps to clarify their communication while writing.&nbsp; By using samples from their previous writing\nas examples, the student will recognize the value of mechanics because the\nfocus was first on the content.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">During the lab, a middle school science teacher tells\nhis student that it is essential to record the steps taken, observations made,\nand conclusions to complete a lab report.&nbsp;\n<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school English teacher asks his students to take\nnotes on a novel they are reading in the class.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',NeedsCategories:[{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.663Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:17:51.571Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}}],NeedsPriorities:[{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:24:12.787Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.cultofpedagogy.com/grammar-spelling-errors/">How to Deal with\nStudent Grammar Errors</a> \u2013 Jennifer Gonzalez, Cult of Pedagogy</span><o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to peers",__i:{guid:"8d09ca46-2dd3-4f17-b58e-c7f3c33a5f69",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:35.558Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"350730e7-7c5d-49b9-88cc-46658478bce5",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-16T14:54:40.3620000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T14:39:08.7640000Z"}}},{Key:"L74",Title:"Do not engage the student in learning competitions",Description:'<p class="MsoNormal"><span style="line-height: 107%;">The student should not be required to participate in\nlearning competitions such as racing to solve math problems, spelling bees,\nquiz games, and others.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">As cited by </span><a href="https://web.calstatela.edu/faculty/jshindl/cm/Chapter18competition-final.htm"><span style="line-height: 107%;">John\nShindler</span></a><span style="line-height: 107%;">, there are a variety of benefits but also potentially\nharmful effects of classroom and learning competitions.&nbsp; Most specifically is the anxiety that can be\ncaused by participation.&nbsp; Teams should\ncarefully consider excluding students from learning competitions who are not\nconfident in their academic ability.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">In some instances, this accommodation is used to\novercome the challenge of competing in front of peers.&nbsp; In these cases, teams may wish to modify this\naccommodation to reference only public competitions.&nbsp; To achieve this goal, learning competitions\ncan be modified to make them private or against oneself (such as timed\nmultiplication tests where the student compares their score to a previous\nscore).&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">If excluding a child from participation, teams should\nkeep in mind that this is an exclusion, so procedures should be discussed and\ndeveloped.&nbsp; Additionally, teams should\nplan for alternative activities that will take the place of the learning that would\nhave occurred through participation in the competition.&nbsp; Exclusion from the competition can not mean\nthat the student fails to receive an opportunity to review or learn the\ncontent.&nbsp; Teams may wish to consider\nactivities such as computerized reviews, projects, or other activities the\nstudent enjoys.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">If possible, classroom teachers should consider ways to\nmodify the learning competition event into one that does not involve\ncompetition so that exclusion is not necessary.&nbsp;\nClassroom games and learning competitions can usually be easily modified\nto remove the competitive nature of the event.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade teacher who regularly reviews for tests\nwith a Jeopardy type game modifies the game to include four volunteer\ncompetitors with an audience.&nbsp; The\naudience participates by recording their answers to the questions before the\ngame begins so that they can indicate, either publicly or privately, if the\nparticipants answer correctly.&nbsp;</span></p><p class="MsoNormal"><span style="font-family: Helvetica, sans-serif; font-size: 10.5pt;">A cyber teacher excuses\nher student from participating in a Kohoot online game.</span></p><p class="MsoNormal"><o:p></o:p></p>',NeedsCategories:[{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}}],NeedsPriorities:[{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or \u201cwork\u201d.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:40.969Z"}}},Priority:5},{Need:{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.069Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:27:43.964Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5}],RelatedLinks:'<p><a href="https://web.calstatela.edu/faculty/jshindl/cm/Chapter18competition-final.htm" target="_blank">&nbsp;Transformative Classroom Management, by&nbsp;</a><span style="line-height: 14.98px;"><a href="https://web.calstatela.edu/faculty/jshindl/cm/Chapter18competition-final.htm" target="_blank">&nbsp;</a></span><a href="https://web.calstatela.edu/faculty/jshindl/cm/Chapter18competition-final.htm" style="background-color: rgb(255, 255, 255); color: rgb(13, 13, 13); text-decoration-line: underline; outline: 0px;" target="_blank"><span style="line-height: 14.98px;">John Shindler</span></a><br></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Enjoys hands on activities",__i:{guid:"77236321-2e4c-4931-8d61-cb4a990fb259",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:45.525Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Resists peer pressure",__i:{guid:"f1b93055-bea5-426e-be5f-507ae9721505",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:31.561Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"7c37faa3-aab5-442f-8400-3900fccb7112",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-16T15:06:00.4230000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-12T14:58:55.5410000Z"}}},{Key:"L75",Title:"In order to provide an accurate model, assist the student in solving the first problem from each set of problems",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To support the student\u2019s independent ability to solve\nmath problems, teachers should help the student as he/she solves the first\nproblem from each set.&nbsp; This provides a &nbsp;sample to follow when solving the rest of the\nproblems from that set.&nbsp;</span><span style="font-size:13.5pt;line-height:107%;font-family:\n&quot;Segoe UI&quot;,sans-serif">&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers should consider this accommodation as a means\nto ensure that the student not only has an example problem to solve but also\nthat they worked through a problem independently.&nbsp; Frequently teachers provide a model problem\nduring instruction, which is typically guided by the teacher.&nbsp; As a student records this example, the\nguidance from the teacher becomes a strong support for the process.&nbsp; By assisting the student in solving sample\nproblems, the teacher should observe and provide feedback as the student solves\nthe problem providing an example that they created.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams may wish to discuss using this learning accommodation as\nan assessment accommodation as well.&nbsp; In some\ninstances, a reminder problem can serve as an appropriate guide during testing\nas well.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">After giving her class a homework assignment, a\nfifth-grade math teacher provides feedback to one of her students as he works\nto solve the first problem of each set.&nbsp; <o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student starts her math homework during\na study hall period with the support of an instructional aide.</span></p><p class="MsoNormal">A cyber teacher meets in a breakout room with students who\nwould like to work together to solve a sample problem from each set of their homework\nassignment.&nbsp;&nbsp;<o:p></o:p></p>',NeedsCategories:[{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}}],NeedsPriorities:[{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:14.917Z"}}},Priority:10},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:08.604Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:19.056Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/mps_pg_052212.pdf">Improving\nMathematical Problem Solving in Grades 4 Through 8</a> \u2013 What Works Clearinghouse\nNational Center for Education Evaluation and Regional Assistance<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Doesn't argue",__i:{guid:"ef7e70a0-469f-4b8d-bc1e-2ba5ae094817",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:28.375Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"b1aaac8a-0523-475f-8061-7e480bbf2b0d",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-16T15:12:58.1140000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-19T14:15:11.2730000Z"}}},{Key:"L77",Title:"Pre-teach major points (main ideas) prior to instruction",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To engage\nthe student during classroom instruction, teams should discuss ways to pre-teach\nmajor themes and main ideas of instruction.&nbsp;</span><span style="font-size:12.0pt;line-height:107%;mso-ascii-font-family:\nCalibri;mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri">\n</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;\nmso-bidi-font-family:&quot;Segoe UI&quot;">&nbsp;&nbsp;<o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">The concept behind this accommodation is that the student will become more engaged during classroom instruction if\nthey are given the opportunity to learn the major points before participating\nin the class.&nbsp; Engagement is key to\nlearning and mastering new concepts, so by enhancing engagement during\ninstruction, teams increase the likelihood that a child will master a concept.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss ways to make\npre-teaching work.&nbsp; If&nbsp; face-to-face\npre-teaching is desired, one idea is to utilize the time used to review content\nfollowing instruction.&nbsp; Frequently\nstudents are given a study period to review concepts that have previously been\ntaught.&nbsp; In some cases, it is more\nbeneficial for the student to spend this time pre-learning concepts to make the\ntime spent in the classroom more meaningful.&nbsp;\n<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams may wish to work with the\nchild\u2019s parent(s) to permit an opportunity to pre-teach content.<o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Other ideas may include using\ncyber options such as Khan academy or locally developed courses, teacher\nplanned study guides reviewed by the student in advance, or other asynchronous\nlearning options.&nbsp; Teams should discuss\noptions that would work best for the student.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade student\nparticipates in a face-to-face, pre-taught math class designed to teach the\ncomputation procedures that will be learned in his math class each day.&nbsp; The goal is that the student will then master\nthe process during class and be able to participate and understand the\napplication-level instruction (problem-solving) as well.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">During novel units, a middle\nschool student pre-reads classroom reading assignments with an instructional\naide.&nbsp; Prereading permits the student to\ngrasp an understanding of the significant points in the section.&nbsp; This will allow the student to engage in the\nliterary analysis that will occur during class instruction.&nbsp;</span></p><p class="MsoNormal">A cyber algebra teacher meets in an individual live lesson with her student to assist the student in reviewing the prerequisite skills necessary for success in the upcoming lesson.</p><p class="MsoNormal"><span style="line-height: 107%;"> <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">With the support of his parent,\na middle school student reviews a study guide for his social studies class that\nis sent home each day before the content being taught in class.&nbsp;</span></p><p class="MsoNormal"><span style="font-size:12.0pt;line-height:107%;font-family:\n&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:5},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},Priority:5},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:10},{Need:{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.705Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.476Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:10},{Need:{Name:"Visual Learner",Description:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A visual learner is one who has strengths in learning that involve\ngraphs, maps, diagrams, charts, and other visual means to \u201csee\u201d his\nlearning.&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:47.344Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://ahrc.eq.edu.au/services/fba-tool/help/pre-teaching#:~:text=The%20idea%20is%20to%20give,increase%20engagement%20and%20reduce%20frustration."><span style="line-height: 107%;">Pre-teaching</span></a><span style="line-height: 107%;"> \u2013 Autism Hub\nand Reading Centre<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal" style="margin-bottom:0in;line-height:15.6pt;mso-outline-level:\n1"><a href="https://www.edweek.org/tm/articles/2015/05/18/why-i-prefer-pre-teaching-to-remediation-for.html">Why I Prefer\nPre-Teaching to Remediation for Struggling Students</a> \u2013\nJustin Minkel Education Week<b><font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></b></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is able to reuse learned information in new contexts",__i:{guid:"7ec5fb39-f0c9-477f-866e-843633c151c9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:37.171Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"622d0524-22e2-443b-ab03-cb102ca39b63",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-09-22T19:35:48.9460000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:40:29.7910000Z"}}},{Key:"L8",Title:"Provide the student with a list of discussion questions before reading to engage for active reading",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Teachers can assist a student with reading comprehension\nby providing the student with an organized (sequential) list of questions that\ncan help to keep the student\u2019s attention when reading.&nbsp; The idea is that\nthe student understands the purpose of reading a given passage.&nbsp; Ideally,\nthe items highlighted through the questions would be the main points of the\npassage.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">When a reader selects to read a text on their own, they\nare typically able to provide their purpose for reading.&nbsp; In many cases,\nthe purpose may be for enjoyment or to talk about the book with a friend.&nbsp;\nIn others, it may be for learning purposes such as how to improve at a sport or\ncomplete a given task.&nbsp; However, when an assignment is given by a teacher,\nthe apparent purpose for reading becomes \u201cI was told to read it,\u201d and the\nstudent\u2019s comprehension suffers as a result.&nbsp; By providing the student\nwith a list of questions or other reasons to read, the teacher is helping the\nstudent by framing the purpose of reading.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">While all students can benefit from being given a purpose\nfor reading, students who struggle to read or have reading comprehension issues\ncan benefit from this accommodation.&nbsp; As much as possible, the items that\nare given should be meaningful and linked to the more significant ideas or most\nimportant knowledge to be gained from reading.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A civics teacher gives the student a list of questions\nthat a student is encouraged to answer while he reads.&nbsp; While\nit is only shared with one student, this list will be the main topic of conversation\nin the next day\u2019s lesson.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An English teacher gives the student a flowchart that\nhas six circles connected with lines.&nbsp; In each circle, the student is\nexpected to place a character\'s name from an assigned novel\u2019s chapter.&nbsp;\nEach line is designed for the student to write a short statement about the\nconnections between characters. <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A math teacher tells her student that in application-based\nproblems, he is to circle every number that he reads and underline each word\nthat suggests an operation.</span></p><p class="MsoNormal">A virtual teacher posts optional discussion questions for students to consult before reading an assignment.&nbsp;</p><p class="MsoNormal">A cyber teacher posts discussion questions to a discussion board for her students to consult and engage with during reading.</p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.eduflow.com/blog/how-to-write-discussion-questions-that-actually-spark-discussions">How\nto Write Discussion Questions that Actually Spark Discussions</a> \u2013 eduflow blog\n\u2013 discusses using online discussion boards<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.teachervision.com/reading-comprehension/questions-during-after-reading">Questions\nBefore, During, and After Reading</a> \u2013 TeacherVision.com<o:p></o:p></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"c6b84e65-ff57-4f6b-88e5-2f4c18c69967",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T19:06:51.9730000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-22T17:09:50.8470000Z"}}},{Key:"L81",Title:"Meet/speak with student to establish a purpose for reading before providing an assignment",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Establishing a purpose for reading\nis one of the most critical variables to effective comprehension.&nbsp; When a reader selects their own book,\narticle, webpage, etc. they typically establish a purpose (entertainment, learn\nsomething, etc.) for themselves.&nbsp; However,\nwhen the text is assigned, the purpose for reading isn\u2019t always clear.&nbsp; Establishing a clear purpose for reading\nsupports reading comprehension.</span><span style="font-size:12.0pt;line-height:\n107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Before implementing this\naccommodation, take a minute to think about the last time you chose to read\nsomething.&nbsp; Why did you do so?&nbsp; Was it to learn something, for entertainment,\nreading to achieve a task or some other reason?&nbsp;\nIn all cases, when we choose to read something, we do so with a\nself-defined purpose in mind.&nbsp; However,\nthis does not always hold true when we are told to read something.&nbsp; Being told to read something happens\nregularly in school.&nbsp; Supporting a\nstruggling reader by assisting them in defining a purpose for reading provides\na foundation for reading comprehension.&nbsp; <font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p><p class="MsoNormal"><span style="line-height: 107%;">Prior to expecting the child to\ncomplete a reading assignment, teachers should speak with the student to\nestablish the purpose for reading.&nbsp; Be as\nspecific as possible so that the student has a clear purpose.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n<span style="line-height: 107%;">Especially for older students, consider using this accommodation when a\nstudent regularly fails to complete reading assignments.&nbsp; Far too frequently, teachers assume that a\nchild fails to complete reading assignments because they are being defiant or\n\u201ccan\u2019t do it\u201d when in reality, it is often because they were not motivated to\ndo so with a clear purpose.</span><br></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A middle school English teacher\nis reading the novel \u201cHoles\u201d with her class.&nbsp;\nShe meets each day with her student to establish an enjoyment purpose as\nwell as a plot purpose for reading.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A high school social studies\nteacher assigns a textbook chapter to be read by his students.&nbsp; He meets with one of his students to\nestablish three key concepts to be learned during the reading assignment.&nbsp; The concepts are developed as a sort of\nmystery that the reader will discover while reading.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">An elementary math teacher asks\nher students to review the section of the textbook that explains the process\nfor finding the area of a parallelogram.&nbsp;\nShe meets with one of her students to share a sample problem that can be\nsolved following the reading assignment.&nbsp;\nShe then clearly states that the purpose for reading the text is to\nfollow a process to solve the problem.&nbsp;&nbsp;</span><span style="font-size:12.0pt;line-height:107%;font-family:\n&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"> &nbsp;&nbsp;</span></p><p class="MsoNormal">A cyber teacher schedules a brief individual tutoring session with\nher student to establish a purpose for reading the science assignment she gave\nduring class.<o:p></o:p></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:5},{Need:{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.187Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.898Z"}}},Priority:5}],RelatedLinks:'<p class="MsoNormal" style="margin-bottom: 0in; line-height: 12.9pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; vertical-align: baseline;"><a href="https://www.thoughtco.com/setting-a-purpose-for-reading-2081406">Setting a Purpose for\nMotivated Reading</a> - ThoughtCo.<o:p></o:p></p><p>\n\n</p><p class="MsoNormal" style="margin-bottom: 0in; line-height: 12.9pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; vertical-align: baseline;"><a href="https://www.weareteachers.com/questions-that-set-a-purpose-for-reading/">Questions That Set a\nPurpose for Reading</a> \u2013 We are Teachers<font color="#282828" face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Understands and uses written information",Description:"",__i:{guid:"a43510f1-cb07-4f1d-bb7c-5350e8a0f80c",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:33.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-11T15:42:53.481Z"}}},Priority:3},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes talking to adults",__i:{guid:"e5678281-0b87-45cf-9805-2428a5ad6ab4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:17.159Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"0ffc7db6-8efd-4f9d-a186-842a11050bc6",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-09-01T16:57:39.2080000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T13:36:29.9040000Z"}}},{Key:"L84",Title:"To prepare student to engage in class, provide for the student to complete a preview activity before instruction",Description:'<p class="MsoNormal"><span style="line-height: 107%;">To support\na student\u2019s understanding of classroom instruction, reading assignments, and\nother activities, the student can benefit from previewing the content of a\nlesson.&nbsp; This accommodation aims to prepare\nthe child to engage in an upcoming lesson by equipping them with a general\nunderstanding of the content through engagement in a preview activity.&nbsp;&nbsp;</span><span style="font-size:12.0pt;\nline-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should consider the type\nof preview assignment to be provided.&nbsp;\nThe goal is to familiarize the child with upcoming content to enhance\nengagement during instruction so a variety of content can be used for this\npurpose.&nbsp; Among others, teams may wish to\nconsider:<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Opportunity to\npre-read textbooks, reading passages, and other written content.<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">An online lesson\nsuch as Khan Academy or teacher prepared online content<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">An outline of an\nupcoming lesson including vocabulary<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">A video or other\nmedia sources<o:p></o:p></span></p><p class="MsoListParagraphCxSpMiddle" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">A brief meeting\nduring study hall with a teacher who provides a summary of an upcoming\nlesson&nbsp; <o:p></o:p></span></p><p class="MsoListParagraphCxSpLast" style="">\x3c!--[if !supportLists]--\x3e<span style="line-height: 107%;">\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span></span>\x3c!--[endif]--\x3e<span style="line-height: 107%;">Other potential ways\nto prepare the student with knowledge of content in advance of a lesson<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss if adult\nsupport is necessary to gain the most benefit from the preview activity.&nbsp; It should always be the goal to empower a\nchild to facilitate their own accommodations, but it may be necessary for an\nadult to facilitate the preview activity. <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the optimal\ntimeframe for providing the preview activity.&nbsp;\nIn many cases, this type of activity may be completed the day before\ninstruction and may occur at home or during independent study times. However,\nteams should discuss and monitor what works best for the child.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">In some cases, teams may wish to\nconsider ways to reduce post-instructional assignments, such as homework, to\nprovide time for preview assignments.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A third-grader previews the\nupcoming math lesson each night with his mother.&nbsp; The pair discusses vocabulary and other\nprerequisite skills.&nbsp; This practice\npermits the student to be better prepared to participate during class\ninstruction.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">To prepare for engagement in tomorrow\u2019s\nlesson, a 12th-grade student pre-reads a Shakespeare assignment for\nhis English class.&nbsp; &nbsp;&nbsp;<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An Algebra I student previews an\nupcoming lesson by participating in a Khan Academy lesson.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school teacher provides\nher student with the pages from their textbook that will be taught in\ntomorrow\u2019s class.&nbsp; The student then reads\nthis content at home with his father each night before the lesson.&nbsp; &nbsp;<o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A fifth-grade student\nparticipates in a brief introductory lesson with his teacher during homeroom.\nThe goal for this time is to review vocabulary that will be used in the\nupcoming lesson.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-05-14T13:16:15.666Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:8},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:5},{Need:{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ed64ac43-2152-409e-9a09-0120dc53dbbd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:00.255Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:15.682Z"}}},Priority:5},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.601Z"}}},Priority:8},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},Priority:6},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-05-14T13:16:15.666Z"}}},Priority:5},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:5},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:2}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/strategies/anticipation_guide" style="">Anticipation\nGuide</a> \u2013 Reading Rockets \u2013 This strategy can be modified to also be used to\npreview a lesson.&nbsp; Include the main\npoints of the lesson in the guide.<o:p></o:p></span></p><p>\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Article \u2013 <a href="https://www.edunators.com/articles/classroom-strategies/previewing-as-a-free-and-easy-student-intervention" style="">Previewing\nAs a Free and Easy Student Intervention</a> - Edunators<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates routines",__i:{guid:"87eed50d-a2a6-4904-8033-3b86a5709ec3",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:22.87Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Appreciates repetition",__i:{guid:"c660e74b-0803-40a7-aff0-0e663feb8bf1",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:59.953Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Understands when things are read/spoken",__i:{guid:"801fe323-d9fa-41e9-af05-92f93bc7d636",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:03.577Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Enjoys reading",__i:{guid:"7e535b2a-1676-4c75-8a9e-d249543c3d50",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:07.898Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3}],__i:{guid:"9ee739ed-9cdc-40de-813b-afe475ab6524",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-04T14:10:31.6520000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-08-04T14:17:07.8070000Z"}}},{Key:"L9",Title:"Give concise directions in small steps",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Directions should be provided in small steps using\nconcise, simple vocabulary.&nbsp;&nbsp;<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">When a student struggles to understand directions, it is\nhelpful for the teacher to provide step-based concise instructions.&nbsp; By making directions simple, some students\nare more likely to complete the assigned task.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">An elementary teacher gives directions by numbering each\nstep, using no more than five words per step.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="font-size: 13.5pt; line-height: 107%; font-family: &quot;Segoe UI&quot;, sans-serif;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-19T13:44:52.905Z"}}},Priority:10},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:10},{Need:{Name:"Reading Below Grade Level",Description:"A student who is reading below grade level is unable to read and process information that is written at the lexile level normally presented at his current grade level.",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.168Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:19.881Z"}}},Priority:5},{Need:{Name:"Structure of Language",Description:"Students that struggle to understand the structure of language don\u2019t process how the English language is put together.",__i:{guid:"f5f1fcbb-5609-4660-abc5-c2232a1fc7af",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:56.596Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:31:28.3Z"}}},Priority:10},{Need:{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.993Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:24.654Z"}}},Priority:10},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:10},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:43:03.798Z"}}},Priority:10},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:25:28.052Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-18T14:52:36.652Z"}}},Priority:5},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:29:06.251Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:43.621Z"}}},Priority:5}],RelatedLinks:"",Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Asks for help when needed",__i:{guid:"cfb56a20-42c7-4c71-9077-bad9464452a2",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:15.735Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Actively participates in class",__i:{guid:"9d4f04cd-b6a5-4fd4-8438-41b7827aa25f",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:26.773Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"72c9f936-eb75-4b2a-bfd7-742d3b267067",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T19:08:26.5840000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-08T18:21:12.1360000Z"}}},{Key:"L92",Title:"Provide more than one set (or copy) of textbooks",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Provide the student with two (or more) copies of textbooks for their use in two different\nlocations (home, school, etc.), so they do not have to transport them.&nbsp;</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">This accommodation frequently\nsupports a student who fails to complete homework due to being\nunorganized.&nbsp; <o:p></o:p></span></p><p class="MsoNormal">\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams may wish to consider the\noption of providing a digital copy of texts instead of a second paper\ncopy.&nbsp; Be mindful of the student\u2019s\nability to access a digital copy and the availability of reliable internet.&nbsp; Also, if providing a digital copy, teams\nshould be sure that it matches the textbook used in class.&nbsp; It is common for page numbers to not match\nbetween digital and print versions of a text.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade student is\nprovided two copies of his math book, one for home and one to be kept in his\ndesk at school.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A middle school student is\nprovided with a hard copy of the textbooks he keeps at school.&nbsp; Additionally, the student is given access to\na digital version that his teachers keep in a Google Drive.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An elementary student is\nprovided with three copies of his textbooks.&nbsp;\nOne is kept in his desk at school, a second at his mother\u2019s house, and a\nthird at his father\u2019s.&nbsp; <o:p></o:p></span></p><p class="MsoNormal">\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A middle school math teacher\nphotocopies the textbook pages that are necessary to complete a homework\nassignment.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}}],NeedsPriorities:[{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'<p>&nbsp;&nbsp;In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. &nbsp;In general, the less the student has on his mind, the\nmore space there is available for learning.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Consider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings.&nbsp; There are similarities between the two, and they indeed share\nmany accomods.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-13T15:36:01.303Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p>Working memory is the part of the brain that our\nstudents work from.&nbsp; Similar to&nbsp;<a href="https://actiondriveneducation.com/short-term-memory-deficit/" style="">short term memory</a>, It typically works best to think of working\nmemory in terms of the bits of information our mind can actively hold at one\ntime.&nbsp; You\u2019ll sometimes find it suggested that an average working memory\ncan hold seven bits of information at one time without losing track of\nthings.&nbsp; We\u2019ve all been in situations where we tell someone to wait to\ntell us something, so we don\u2019t forget something else.&nbsp; This is working\nmemory reaching its limit in our minds.&nbsp; Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.</p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Working memory includes everything a child is\nactively thinking about.&nbsp; So if our mind can only hold seven bits of\ninformation, but I\u2019m thinking which parents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry then the\nspace for learning in my mind is quickly limited.&nbsp; It is vital to be sure\nthat students are prepared for learning and that their cognitive capacity is\nengaged in learning to the maximum extent possible.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Carefully consider the environmental variables\npresent in a classroom to know its impact on a child\u2019s working memory.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:39.278Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:5},{Need:{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.659Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:45:06.126Z"}}},Priority:10},{Need:{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.277Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.274Z"}}},Priority:3}],RelatedLinks:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://legalbeagle.com/12718978-copyright-laws-for-textbooks.html" style="">Copyright\nLaws for Textbooks</a> \u2013 Jennifer Mueller J.D. Legal Beagle</span></p><p class="MsoNormal"><a href="https://www.bookshare.org/cms/" style="background-color: rgb(255, 255, 255);">Bookshare</a> \u2013 Free,\ncustomizable, online ebook library that is free for people with disabilities</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><span style="line-height: 107%;"><font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Likes working on computers",__i:{guid:"ef18d0ef-e52f-4a6c-bcbe-399dbd2d2ff6",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:33.454Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"cb8ee7c4-d4d9-408c-802e-fc39dfed7396",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-12-14T15:51:37.0690000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-12-22T14:53:10.4480000Z"}}},{Key:"L94",Title:"Provide a flowchart/arrows to show how ideas are related, or use other graphic organizers",Description:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This accommodation is designed to support a student with making\nconnections in their learning. &nbsp;Often students see learning as a string of\ndisconnected facts. By providing flowcharts, a teacher can assist a student in\n\u201cmind mapping\u201d new concepts to existing knowledge.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">This accommodation can be used to support a student who doesn\u2019t\nconnect their education. &nbsp;It is also beneficial in assisting students who cannot\nrecall concepts from long term memory and/or store short term memory items.\n&nbsp;The flowchart acts as a visual reminder for how things are connected.<font color="#686868" face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Examples:'<p class="MsoNormal">In <span style="font-size: 10.5pt; line-height: 107%; font-family: Helvetica, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">his digital\nclassroom, a physics teacher posts, and uses during instruction, a flowchart to\nhelp students understand the forces, energy transfer, and other variables\npresent when a ball is dropped from a table.</span><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A biology teacher provides a flowchart of energy consumption\nshowing how all energy for life comes from the sun.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A social studies teacher provides a graphic organizer that shows\nthe events that lead up to the start of the Civil War.<o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A math teacher provides a graphic organizer that shows the\nrelationships between geometric shapes.<o:p></o:p></p><p>\n\n\n\n\n\n</p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">A reading teacher provides a graphic organizer that expands the\nplot of a story.</p>',NeedsCategories:[{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.975Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:18:12.526Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:26:38.761Z"}}},Priority:3},{Need:{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing or using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.353Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:04.385Z"}}},Priority:10},{Need:{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:"",Resources:"",Process:"",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.065Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-15T14:27:54.733Z"}}},Priority:10},{Need:{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.656Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-14T12:45:10.614Z"}}},Priority:3},{Need:{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.162Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:30:05.082Z"}}},Priority:5},{Need:{Name:"Working Memory Deficits",Description:"Working memory represents the a person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:"",Resources:"",Process:"",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.513Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-06-16T18:07:50.752Z"}}},Priority:5},{Need:{Name:"Visual Learner",Description:"visual learner is one who has strengths in learning that involve graphs, maps, diagrams, charts and other visual means to \u201csee\u201d his learning.",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.191Z",lastUpdatedBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",lastUpdatedOn:"2020-05-26T13:23:26.754Z"}}},Priority:5}],RelatedLinks:'<p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.teachervision.com/lesson-planning/graphic-organizer">Teachervision\nGraphic Organizers</a><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.studenthandouts.com/graphic-organizers/">Student\nHandouts Graphic Organizers</a><o:p></o:p></p><p style="margin: 0in 0in 17pt; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.worksheetworks.com/miscellanea/graphic-organizers.html">Worksheetworks</a></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="http://ditchthattextbook.com/elearning-activities/#tab-con-53">Ditch that\nTextbook</a> \u2013 graphic organizer templates<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://bubbl.us/">bubbl.us</a>\n\u2013 mind mapping online</span></p><p class="MsoNormal"><span style="line-height: 107%; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"></span><a href="http://www.readwritethink.org/search/?resource_type=18&amp;type=34" style="">readwritethink</a>\n\u2013 classroom tools&nbsp;&nbsp;</p><h1 style="margin-top:0in"><span style="font-size:10.0pt;line-height:107%;font-family:&quot;Segoe UI&quot;,sans-serif;\nmso-fareast-font-family:&quot;Times New Roman&quot;;color:windowtext;mso-font-kerning:\n18.0pt"><o:p></o:p></span></h1><p class="MsoNormal"><o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; line-height: 107%;"><a href="https://www.canva.com/graphs/graphic-organizers/">Canva</a> - </span><span style="line-height: 107%;">Informative\nand Engaging Graphic Organizers Online</span></p><p class="MsoNormal"><span style="font-size:10.0pt;line-height:107%;font-family:&quot;Segoe UI&quot;,sans-serif;\nmso-fareast-font-family:&quot;Times New Roman&quot;;mso-font-kerning:18.0pt"><o:p></o:p></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Is willing to accept help when given",__i:{guid:"edf6131c-0c59-4478-8732-4ab341586ea4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:41.458Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Appreciates organization",__i:{guid:"4c4bb7f7-2c83-409a-8d01-926130d85b06",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:48.963Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Enjoys art/drawing/doodling",__i:{guid:"135ad72d-5cca-4710-b1c6-00bf9c6abef4",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:15.96Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Is able to compare objects based on attributes",__i:{guid:"ecee54e7-637c-44bf-8ddd-28b4d8d642fc",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:27.667Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Recognizes patterns",__i:{guid:"27999faa-1c27-4b49-93fd-644c3cd9f8a5",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:10:53.16Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"114eb1f1-ebfa-4972-aa7a-12def180f41c",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f82cb1d8-fe0b-4b34-b8ca-b4ce154d68fd",createdOn:"2020-06-19T19:10:41.9720000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-10-02T12:35:01.3360000Z"}}},{Key:"L95",Title:"Utilize furniture that meets the student\u2019s needs",Description:'<p class="MsoNormal"><span style="line-height: 107%;">Creating a learning\nenvironment that is both emotionally and physically comfortable is essential.&nbsp; For many children, traditional furniture\ndoesn\u2019t meet their needs causing a distraction that overwhelms their ability to\nattend to instruction</span><span style="line-height: 107%;">.&nbsp; &nbsp;</span><span style="font-size:12.0pt;\nline-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Students with sensory and\nattention needs can often find comfort and focus through modifications to their\nchair, desk, or other furniture options.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should meet with the child\nand their parent to discuss places the child likes to work when allowed to\nself-select seating options.&nbsp; Ask\nquestions like, \u201cWhere is your favorite place to sit?\u201d, \u201cWhy do you like\nhanging out in this place?\u201d and other questions that provide insight into the\nchild\u2019s self-selected preferences.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">Teams should plan for and\ndiscuss the need for alternative furniture in all settings as appropriate.&nbsp; In some cases, it may only be necessary to\nprovide alternative seating in places where the child sits for extended amounts\nof time. In contrast, other children may benefit from seating options in all\nsettings.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Teams may wish to discuss\nestablishing seating options for all students.&nbsp;\nResearch has shown that permitting flexible seating options allows all\nchildren to engage in instruction at a higher rate.&nbsp; A 2012 research study from the University of\nMinnesota found a 48% increase in students\u2019 participation when flexible seating\noptions were utilized in classrooms.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A first-grade student is given a\nZuma chair that permits one to rock while seated in class.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A third-grader sits on a yoga\nball at their desk.&nbsp; This option is made\navailable to all children.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">A sixth-grade child carries an\ninflatable cushion in their backpack to be used in all classes as necessary.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A ninth-grade student sits at a\nlab table stool in chemistry class as a break from the traditional chair.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}}],NeedsPriorities:[{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:2},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:6},{Need:{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank" style="">How\nSensory Processing Issues Affect Kids in School:</a>&nbsp;Child\nMind Institute</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank">5\nWays to Support Students with Sensory Processing Disorders:</a>&nbsp;Teach\nThought Staff<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank">Problem\nBehavior In The Classroom: Dealing with Children And Sensory Processing\nDisorders At School:</a>&nbsp; Sensory-processing-disorder.com<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.085Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:43.963Z"}}},Priority:8}],RelatedLinks:'<p class="MsoNormal"><a href="https://www.mrsdscorner.com/alternative-seating-classroom/"><span style="line-height: 107%;">The Best Alternative Seating for the Special Education Classroom</span></a><span style="line-height: 107%;"> \u2013 Mrs. D\u2019s Corner \u2013 An excellent article that shares the\nimportance of various options for student seating.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><a href="https://www.parenttoday.org/how-teachers-use-alternative-seating-to-engage-students/"><span style="line-height: 107%;">How Teachers Use Alternative Seating to Engage Students</span></a><span style="line-height: 107%;"> \u2013 ParentToday \u2013 An article that shares examples of seating options\nteachers and parents use to support their children.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><a href="https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=8719&amp;context=etd"><span style="line-height: 107%;">Effects of Alternative Seating on Children with Disabilities</span></a><span style="line-height: 107%;"> \u2013 Research Article \u2013 Jessica Hoofman \u2013 University of South Florida&nbsp;<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Can keep track of obligations",__i:{guid:"c93c2fd6-a94d-4d42-a217-bf91c12c5dcf",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:53.003Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1}],__i:{guid:"d321c597-494b-48ee-871e-8b92c4d44e42",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-04-20T13:03:51.4180000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2021-04-20T13:20:02.7210000Z"}}},{Key:"L99",Title:"Allow extra time to turn in homework without penalty",Description:'<p class="MsoNormal"><span style="line-height: 107%;">In support of the student\u2019s ability\nto learn and rehearse skills through homework, provide them with additional\ntime to complete assignments.&nbsp; This\naccommodation allows for flexibility in assignment deadlines and makeup work.</span><span style="font-size:12.0pt;line-height:107%;font-family:&quot;Acre Medium&quot;;mso-bidi-font-family:\n&quot;Segoe UI&quot;"><o:p></o:p></span></p>',Considerations:'<p class="MsoNormal"><span style="line-height: 107%;">Teams should discuss the amount\nof additional time to be provided and how it can be determined on a\ncase-by-case basis if necessary.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">If an assignment will be used in\nan upcoming lesson, it is appropriate to expect it to be completed by a given\ndeadline. &nbsp;However, this requirement\ndoesn\u2019t necessarily mean that the assignment must be submitted at this\ntime.&nbsp; Teams should discuss and develop\nan understanding of the difference between completing work in time for a class\nand turning in the assignment for a grade.&nbsp;\nFocus the goal on using homework assignments as tools for learning.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">Providing additional time may\nalso be helpful in cases where the child struggles to find support at\nhome.&nbsp; Lack of sufficient support,\nstructure, or other variables at home can be overcome by providing additional\ntime to work on homework.&nbsp; In many cases,\nconsistent support may be provided only on given days at school, during\nafter-school tutoring sessions, or during split custody arrangements where\nparental support and time are available on a limited basis.&nbsp;&nbsp;<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',Examples:'<p class="MsoNormal"><span style="line-height: 107%;">A fourth-grade student completes\nhis daily math homework before class.&nbsp; He\nthen participates in the typical homework review before being permitted to\nrework the assignment the following night.&nbsp;\nThe assignment is then collected and evaluated.&nbsp; <o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">During a short story unit in\nEnglish class, a middle school student reads the assigned portion as required\nprior to participating in a classroom discussion.&nbsp; After participating in the class discussion,\nthe student is permitted to complete the story question assignment the\nfollowing evening for homework.<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">An Algebra I student completes\nhomework assignments a day later than his class.&nbsp; By doing so, he benefits from two portions of\ninstruction before attempting an assignment on his own (the classroom\ninstruction and the assignment review).<o:p></o:p></span></p><p class="MsoNormal"><span style="line-height: 107%;">All assignment deadlines are\nextended two days to permit time for a cyber student to review assignments with\nhis learning support teacher following instruction.&nbsp; <o:p></o:p></span></p><p>\n\n\n\n\n\n\n\n</p><p class="MsoNormal"><span style="line-height: 107%;">A high school student is\nprovided a study period in his schedule.&nbsp;\nTo support the student in using this time, he is provided an additional\nday to complete most assignments.&nbsp; The\nstudent carefully notes deadlines in an assignment book he keeps.<font face="Acre Medium"><span style="font-size: 12pt;"><o:p></o:p></span></font></span></p>',NeedsCategories:[{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Fluency with math facts is important for efficiency and\nutilization during more advanced math applications.&nbsp; If a student isn\u2019t\nfluent with their facts, they are slow to determine the answers to math\nproblems which causes problems for them in a classroom as well as while solving\nmath problems.&nbsp; Additionally, and perhaps more importantly, if the student\nneeds to calculate/process the answers to a simple fact, they are using\nvaluable brain/processing capacity to understand the simpler parts of advanced\nmathematics, leaving little room to understand the more advanced aspects.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:36.572Z"}}},{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}}],NeedsPriorities:[{Need:{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.297Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.72Z"}}},Priority:8},{Need:{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.863Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.691Z"}}},Priority:3},{Need:{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.617Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:29.848Z"}}},Priority:5},{Need:{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Fluency with math facts is important for efficiency and\nutilization during more advanced math applications.&nbsp; If a student isn\u2019t\nfluent with their facts, they are slow to determine the answers to math\nproblems which causes problems for them in a classroom as well as while solving\nmath problems.&nbsp; Additionally, and perhaps more importantly, if the student\nneeds to calculate/process the answers to a simple fact, they are using\nvaluable brain/processing capacity to understand the simpler parts of advanced\nmathematics, leaving little room to understand the more advanced aspects.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.007Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:36.572Z"}}},Priority:8},{Need:{Name:"Writing Difficulties",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.048Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:06.693Z"}}},Priority:8},{Need:{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.075Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.513Z"}}},Priority:8},{Need:{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:'<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal">Inclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involved learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.&nbsp; Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.&nbsp; Always\ndefine the reason(s) for inclusion and choose accomods that support these\nreasons.&nbsp; This clarity explains what success will look like and will make\ninclusion work!&nbsp; It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.595Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:32.01Z"}}},Priority:2},{Need:{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.452Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.249Z"}}},Priority:5},{Need:{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.687Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:07.415Z"}}},Priority:5},{Need:{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.056Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.774Z"}}},Priority:5},{Need:{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.194Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.687Z"}}},Priority:10}],RelatedLinks:'<p class="MsoNormal"><a href="https://successbydesign.com/blog/2018/05/09/get-students-homework/"><span style="line-height: 107%;">How to Get Students to Do Homework</span></a><span style="line-height: 107%;"> \u2013 Success By Design Inc<font face="Acre Medium"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></span></p>',Subtitle:"",Photo:null,StrengthPriorities:[{Strength:{Name:"Trustworthy",__i:{guid:"d750dc5d-b81f-4d5e-a0fb-aec0333f9291",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:40.166Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Hardworking",__i:{guid:"a0735c85-986b-483e-a42f-7042c5fdabf9",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:12.211Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Persistent",__i:{guid:"769895cc-d734-49a9-aa59-3ad131573d26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:43.392Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Can plan ahead",__i:{guid:"f9065815-bba2-4255-b809-875439ecbaa7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:07:24.753Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Accepts responsibility for actions",__i:{guid:"b9dc78da-db8e-4cfe-a4e4-cd4a478ae8ff",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:06:59.553Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Learns from mistakes and corrects actions",__i:{guid:"abd00ffb-af50-49a9-8ac3-37cbf810a2b7",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:12.461Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Can keep track of obligations",__i:{guid:"c93c2fd6-a94d-4d42-a217-bf91c12c5dcf",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:53.003Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Is willing to work outside of the classroom (like homework)",__i:{guid:"db70a7a4-93d1-4a47-be28-1d5e55192a26",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:09:37.61Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:3},{Strength:{Name:"Works well independently",__i:{guid:"b1fd2057-dfea-4d6a-9e70-ba9e17183502",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:24.161Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:1},{Strength:{Name:"Works well when supported by an adult",__i:{guid:"c35e9a43-c449-4e98-9184-3afcfe9e9073",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:10.594Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2},{Strength:{Name:"Has support at home",__i:{guid:"7efe796e-d840-4eea-bd28-1b20e35b8e17",tags:[],acl:3,model:{name:"StrengthsItem",id:"082feee5-d40f-45f6-bc16-7303eda75f9f",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:11:39.471Z",lastUpdatedBy:null,lastUpdatedOn:null}}},Priority:2}],__i:{guid:"8a666655-e52f-4463-9654-fa5f503c6a83",tags:[],acl:3,model:{name:"Accomods",id:"41b2c924-cd64-4654-a587-627416c0b753",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2020-12-14T16:00:18.9600000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-12-14T16:00:53.3260000Z"}}}],If=[{Name:"Intellectual Ability",Description:"A lot can be said about intellectual ability and the components it encompasses.  For the purpose of this guide, we will define intellectual ability as a child's intelligence and ability to use their intelligence to learn.",Considerations:"ADE suggests a full understanding of\nintellectual ability beginning with a detailed conversation with your school\npsychologist.&nbsp; By understanding this disability in detail, your team will\nbetter be able to serve your students\u2019 needs.\nInclusion is possible for students who are\nintellectually disabled, but it may require intensive modifications to the\ncurriculum.&nbsp; Given the goals established by the IEP team, these\nmodifications can become very transparent and typically involves learning\nfocuses on clear outcomes, not just \u201ceverything\u201d that\u2019s taught in a\nclassroom.  Again, clarity from the IEP team can support everyone involved,\nincluding general education teachers, parents, and the student.  Always\ndefine the reason(s) for inclusion and choose accommodations that support these\nreasons.  This clarity explains what success will look like and will make\ninclusion work!  It is often appropriate to consider the question, \u201cIf a\nchild in my class has an intellectual disability and is limited with respect to\ntheir memory, what is most important for him to know?\u201d",Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"00594bbd-7954-4d87-a6aa-e0edf0cd24e2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:47.5950000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:59:38.2100000Z"}}},{Name:"Math Fact Fluency",Description:"A student is considered to be fluent with math facts when they can quickly recite a math fact without the need to calculate or compute in their head, on paper, or using a device.  Fact fluency is considered an essential skill to understand Algebra and other advanced math concepts.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Fluency with math facts is important for efficiency and\nutilization during more advanced math applications.&nbsp; If a student isn\u2019t\nfluent with their facts, they are slow to determine the answers to math\nproblems which causes problems for them in a classroom as well as while solving\nmath problems.&nbsp; Additionally, and perhaps more importantly, if the student\nneeds to calculate/process the answers to a simple fact, they are using\nvaluable brain/processing capacity to understand the simpler parts of advanced\nmathematics, leaving little room to understand the more advanced aspects.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"180f18ee-e0a0-48b1-b5b7-391b5c9fb3f5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:19.0070000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:36.5720000Z"}}},{Name:"Fluid Reasoning",Description:"Fluid reasoning represents a student's ability to use all of their knowledge and skills to think in creative ways to solve problems that they haven't previously learned.",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students that struggle with fluid reasoning often need to be guided\nthrough processes and new learning.&nbsp; They prefer to operate from a\n\u201cscript\u201d that clearly outlines how to solve a problem or complete a task.&nbsp;\nIt is essential for students to be given the opportunity to think/process\nthrough unique problems that are meaningful to them.&nbsp; Students who\nstruggle with fluid reasoning should be provided with the opportunity to\nprocess problems that are appropriately challenging to them without being\novershadowed by their peers.&nbsp; In inclusion environments, these students tend to take a back seat to their peers, so teams should create unique ways to\nencourage their engagement.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;<a href="http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf" style="">Cognitive Functioning\nand Psychological Processing</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',__i:{guid:"19c5830e-d254-4e54-8178-23ae327e9517",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:06.6560000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:41.6970000Z"}}},{Name:"Phonemic Awareness",Description:"Phonemic Awareness represents the learners ability to be aware of, identify, and use the individual sounds of letters and blends present in words.",Considerations:"<p>Students who lack phonemic awareness will struggle to decode unknown words when reading and to spell words while writing.  For many students phonemic awareness becomes the primary means of learning to decode unknown words and to spell unfamiliar words.  Many reading programs focus heavily on teaching students to read and spell using phonemic awareness.  However, many students struggle tremendously with phonemic awareness so these programs may not meet their needs.  Educators should consider other means when it is discovered that a student is struggling with phonemic awareness.  This is not to suggest that phonemic awareness and phonics programs should be abandoned as there are many intensive reading programs that work well to remediate this weakness.  The suggestion is made for teams to consider other means as an option.</p><p>Frequently children with hearing and speech/language needs will struggle tremendously with phonemic awareness.  Teams should carefully consider this variable when discussing programs, goals and accomods to meet the needs of these children.</p>",Resources:'<p><a href="https://www.dyslexia-reading-well.com/support-files/the-44-phonemes-of-english.pdf">44 phonemes of the English Language</a></p><p>Begin to Read the article <a href="http://www.begintoread.com/articles/phonemic-awareness.html">\u201cWhat is Phonemic Awareness?\u201d</a></p>',Process:"IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to meaningfully participate in the general education classroom.  The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes and other factors necessary for student success in each class.  Selecting too many, or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.  Developing insufficient accommodations and modifications can result in student frustration, behavior issues and academic failure.  Teams should engage in a process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.",__i:{guid:"1d24f8de-e8ef-4bc1-9124-af2819f2abed",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:14.4710000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:45.2060000Z"}}},{Name:"Spelling",Description:"Students who struggle with spelling have a difficult time learning, retaining, and using the correct spelling of words.",Considerations:'<p>&nbsp;Students who struggle with spelling typically don\u2019t enjoy writing\nand will frequently write as little as possible.&nbsp; This practice becomes an\nissue anytime they are required to express their thoughts in writing.&nbsp;\nClasses, where students are encouraged to utilize technology or to express\nthemselves without concern for spelling, are more likely to help this student\nfind success.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"1e2c38d7-b518-4016-8119-06d94d20b726",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:09.6630000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:48.9080000Z"}}},{Name:"Visual Processing",Description:"Students that struggle with visual processing have difficulty making sense of information taken in through their eyes.",Considerations:'<p>&nbsp;Students that struggle with visual processing frequently:</p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eConfuse letters and numbers that look similar<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty writing and are sloppy/labored when writing<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eLose their place when taking notes (changing focus areas)<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eHave difficulty tracking while reading<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eStruggle to cut/paste/trace/etc<o:p></o:p></p>\n\n<p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eDifficulty recognizing patterns<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">This does not mean that the student can\u2019t see or needs to wear\nglasses.&nbsp; The difficulty is more of a neurological issue that deals with\nhow the brain processes the information received through the eyes.&nbsp; The\nstudent may struggle with hand/eye coordination and get lost with tasks that\nrequire precise eye movements or activities that require a change of eye focus.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"213434c1-dc75-4280-8930-7a0c0b4442dd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:03.9750000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:52.9860000Z"}}},{Name:"Reading Fluency",Description:"When students struggle with reading fluency their reading rate is labored and slow.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Often slow reading fluency also impacts reading\ncomprehension.&nbsp; All reading becomes like a slow movie and becomes hard to\nprocess.<o:p></o:p></p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Reading fluency impacts a\nstudent\u2019s ability to interact successfully in all classes because it takes them\nlonger to process written materials.&nbsp; They often don\u2019t complete classroom\nreading assignments in time to be able to engage in classroom conversations or\nto respond to teacher questions that follow reading assignments.<o:p></o:p></p><p>\n\n\n\n</p><p style="margin: 0in 0in 17pt; box-sizing: inherit;">Slow reading fluency often leads\nto a student refusing to complete assignments that require extensive reading,\nincluding homework, which could lead to low grades, discipline problems, and\ndisengagement in school.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt; background-color: rgba(252, 252, 252, 0.88);"><o:p></o:p></span></font></p>',Process:'<p class="MsoNormal"><span style="line-height: 107%;">IEP teams should carefully consider and\ndevelop the accommodations and modifications that will permit the student to\nmeaningfully participate in the general education classroom.&nbsp; The\nselection process should include strategic thinking that takes into\nconsideration the student\u2019s learning needs, strengths, desired outcomes, and\nother factors necessary for student success in each class.&nbsp; Selecting too\nmany, or inappropriate accommodations and modifications, can result in ableism\nand achievement expectations that rest well below the student\u2019s\npotential.&nbsp; Developing insufficient accommodations and modifications can\nresult in student frustration, behavior issues, and academic failure.&nbsp;\nTeams should engage in a process of analysis that critiques all possible\naccommodations and modifications resulting in the unique identification or\ndevelopment of supports for each student individually.</span><o:p></o:p></p>',Resources:'<p class="MsoNormal"><span style="line-height: 107%;"><a href="https://www.readingrockets.org/helping/target/fluency" style="">Reading Rockets -\nFluency</a></span></p>',__i:{guid:"22ce7cc0-196f-4c55-b289-ab93e7743476",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:17:51.2970000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:44:59.7200000Z"}}},{Name:"Coordination Deficit",Description:"Coordination is the ability to perform any functional task\nwith precision and accuracy. Fine motor coordination and gross motor\ncoordination are two types often noted. Gross motor involves the larger muscle groups of our body. Gross motor examples are walking, ascending and descending stairs, balance, jumping, skipping, and hopping. Fine motor involves much smaller muscle groups, focusing on a more refined ability such as pinching, gripping, eye-hand coordination and manipulating. Oftentimes, we may think of a child as \u201cclumsy\u201d when they walk, however they may need assistance with their gross motor abilities. At times, we see students\nwith difficulty performing certain tasks in class related to manipulation, such as printing and tying shoes. These students would need assistance with their fine motor tasks. A student who presents with such difficulties can appear as frustrated, clumsy, refuse to participate, provide unacceptable work, and seem to have low muscle tone and strength.",Considerations:'<p class="MsoNormal">Students who demonstrate difficulty with fine motor coordination\ncan be significantly impacted within the classroom. The students who seem to\ndisplay weaker upper body muscles, slouching often in class, untidy classwork, and difficulty with their clothing fasteners may demonstrate a coordination\nissue. Adjustments can be made within the school setting to enable these\nstudents to be as independent as possible surrounded by peers.&nbsp;<o:p></o:p></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-developmental-coordination-disorder-dcd">Understanding\nDevelopmental Coordination Disorder</a> \u2013 Understood.org<o:p></o:p></p><p>\n\n</p><p class="MsoNormal"><a href="https://www.yourtherapysource.com/blog1/2016/01/20/gross-motor-skills-and-handwriting-3/">Gross\nMotor Skills and Handwriting</a> \u2013 Your Therapy Source</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/5-common-myths-about-dyspraxia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">5\nCommon Myths About Dyspraxia</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> \u2013 Understood.org</span></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"47f9d1fa-334f-4d30-b6e4-2a9660196f5d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",createdOn:"2021-08-11T18:45:23.6320000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:34:35.8910000Z"}}},{Name:"Organization",Description:"Organization represents the child\u2019s ability to use a system to arrange and keep track of things (including self, time and others).",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Disorganized students frequently lose items that are important to\ntheir education, such as homework, assignments, notes, books, and other things.&nbsp;\nThe lack of organization can cause a student\u2019s grades to suffer when, in\nreality, their achievement is higher than it appears.&nbsp; A more accurate\npicture of a child\u2019s ability and achievement can come by helping a student\ndevelop and maintain organization.<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Schools often include methods to help students to learn to\norganize.&nbsp; However, it is essential to realize that if a student is\ndisabled in this way, it will take more effort.&nbsp; Simply expecting the\nchild to become organized will not work.&nbsp; A comparison to help highlight\nthis might be appropriate:<o:p></o:p></p><p class="MsoNormal" style="margin-bottom: 4.5pt; margin-left: 30pt; line-height: normal;">\x3c!--[if !supportLists]--\x3e\xb7<span style="font-variant-numeric: normal; font-variant-east-asian: normal; font-stretch: normal; line-height: normal;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;\n</span>\x3c!--[endif]--\x3eA student with a reading disability participates in the regular\nreading program without success.&nbsp; That student is then included in\nadditional tiered interventions that may consist of Title I, pull-out reading\ninstruction, etc.&nbsp; With these significant interventions, the student\nbegins to overcome his reading disability.&nbsp; If this is what it takes to\nhelp a student overcome a reading difficulty, shouldn\u2019t it then be assumed that\nsignificant interventions beyond the norm should also be made available to a\nstudent with an organization need?<o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">In some cases, disorganization can also include a lack of\nfocus.&nbsp; When children focus on something other than what they are supposed\nto be focusing on (recording assignments, storage of a paper, etc.) they may\nbecome disorganized.<o:p></o:p></p><p>\n\n\n\n\n\n\n\n</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to overcome this need will be\nparamount.&nbsp; Frequently the disorganized child comes from a disorganized\nhome, so consider involving the parents at a deeper level include involving a\nschool-based social worker if appropriate.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-executive-functioning-issues">A\nDay in the Life of a Child with Executive Functioning Issues</a> \u2013 Understood.org<o:p></o:p></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"4a05fc97-4e57-49ea-8e3b-3754deb953a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:08.6590000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:50:16.2800000Z"}}},{Name:"Short-Term Memory Deficit",Description:"In simple terms, short-term memory is a process of storing and using pieces of information for short periods of time.  Short-term memory functioning is often viewed in terms of the \u201cbits\u201d of information a person\u2019s mind can hold for a given (short) amount of time.  Typically it is accepted that average short-term memory can hold seven bits of information for around thirty seconds.  The mind of a child with a short-term memory deficit is typically able to retain fewer bits of information and/or for shorter amounts of time. When a student struggles with a short-term memory disability, they lack the ability to hold a small amount of information in a readily available state, making it impossible to use the information to complete a task.",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",Resources:"<p>&nbsp;&nbsp;</p>",Considerations:'In general, the key to working with a student\nwith a short-term memory disability is to provide clear and concise information\nin a logically organized way. &nbsp;Anything that can be done to help the\nstudent to move items from their short-term memory into long-term memory will\nbe supportive of the learner.&nbsp; Additionally, minimizing environmental\nvariables, including distractions, sidebar conversations, and unrelated content,\nis also favorable. In general, the less the student has on his mind, the\nmore space there is available for learning.\n\nConsider the difference between short-term\nmemory and&nbsp;<a href="https://actiondriveneducation.com/working-memory-deficits/">working memory</a>, which is the portion of the mind that is used to \u201cwork\u201d on\nthings. There are similarities between the two, and they indeed share\nmany accommodations.',__i:{guid:"4bfcd7d8-760a-4e80-a6ed-97caaad78f5c",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:33.3530000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:55:32.8580000Z"}}},{Name:"Visual Learner",Description:"A visual learner has strengths in learning that involve graphs, maps,\ndiagrams, charts, and other visual means to \u201csee\u201d their learning.",Considerations:'<p>&nbsp;In general, this type of learner benefits from being able to see\nlearning represented in pictorial means.&nbsp; Efforts should focus on\nproviding an education that supports this type of learning and provides\nmultiple ways to \u201csee\u201d learning.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style="">Characteristics of\nLearning Styles</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"4ce1b384-cb2d-4a1b-937e-0c2796b51a53",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:30.1910000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:51:09.8500000Z"}}},{Name:"Phonological Processing",Description:"Students who struggle with phonological processing have difficulty using the sound structure of the English language to produce and understand meaning.  There are multiple items involved in phonological processing including phonics, phonemic awareness, and phonological memory.  In short summary, students who struggle in this area lack the ability to process sounds, symbols or chunks of words in order to decode them into meaningful words.",Considerations:'<p>&nbsp;If you have a student struggling with phonological processing, a\nsignificant understanding of this disability should be acquired.&nbsp; This\nstudent often struggles with speaking as well as reading which creates substantial\nbarriers to learning.&nbsp; The selection of appropriate accommodations and\nmodifications should be used in conjunction with significant goals to develop\nthe student\u2019s abilities in this area.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.readingrockets.org/helping/target/phonologicalphonemic" style="">Reading Rockets article\n\u201cPhonological and Phonemic Awareness\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">It is highly recommended that you work with the reading specialist\nin your building to develop goals, accommodations and modifications for this\nstudent.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5410168d-a755-4645-a1d7-517487bea633",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:51.9880000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:00.1880000Z"}}},{Name:"Written Expression",Description:"For the purposes of this site, writing difficulties will include considerations for students who have difficulty expressing themselves through writing.  These students struggle to create complete thoughts and flow to their writing.",Considerations:'<p>&nbsp;Students that struggle with writing may have several items that\nare worth considering.&nbsp; IEP teams should also consider if the issue might\nrequire considerations with the&nbsp;<a href="https://actiondriveneducation.com/structure-of-language/" style="">Structure of Language</a>&nbsp;or&nbsp;<a href="https://actiondriveneducation.com/spelling/" style="">Spelling</a>.&nbsp;&nbsp;</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who struggle with writing also typically struggle with\nreading due to the connected nature of language.&nbsp; In all cases, students\nshould be encouraged to read and interact with their reading through active\nstrategies.&nbsp; By reading, students are increasing their vocabulary as well\nas their exposure to the language.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students should also be taught the social idea behind\nwriting.&nbsp; When students are encouraged to think of writing as simply\ncommunicating what they have to say (or think) to a person in a place and time\nwhere they won\u2019t be, they often are more likely to begin writing more freely.&nbsp;\nEveryone has something to say, so it is often motivating to show a student\nthat, through writing, they can report it to people that aren\u2019t even around.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><a href="https://www.understood.org/articles/en/written-expression-disorder-day-in-life">&nbsp;A\nDay in the Life of a Child with Written Expression Disorder</a> - Understood.org</span><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5cb9f6db-771b-4712-8315-0a85423cd162",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:23.0480000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:32:33.5080000Z"}}},{Name:"Time to Complete Tasks",Description:"Students who struggle with time to complete tasks need to learn to work efficiently.",Considerations:'<p>&nbsp;Students who do not work\nefficiently will struggle to complete tasks on time.&nbsp; It may be\ninteresting to note that this disability frequently occurs with gifted students\nas their minds take small tasks and develop them into large ones causing them\nto take much longer than expected.&nbsp; All slow-working students need firm\ntimelines as well as the support that\u2019s necessary to meet them.&nbsp; These\nstudents struggle with the time expectations, so you need to teach them how to\nmake decisions, keep focused attention on the task, and monitor task\ncompletion.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"5ebc65bb-8a81-4bb4-a3f1-57399cc9e0d4",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:20.1940000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:10.6870000Z"}}},{Name:"Sequential Reasoning",Description:"Sequential reasoning represents a learner\u2019s ability to organize information (often in sequences or steps) in their mind to establish or follow a process.",Considerations:"<p>Processes are present everywhere in education.&nbsp; We tend to\nproduce scripted ways to do most everything from steps to solve math problems\nto the process of writing a research paper.&nbsp; These processes are important\nbecause they provide a guide for how to complete tasks successfully.&nbsp;\nStudents that struggle with sequential reasoning need these processes and\nprocedures explained in detail.&nbsp; Additionally, they may need constant and\nconsistent reminders/prompts to sustain their abilities.&nbsp; Without an\nunderstanding of this issue, teachers become frustrated and believe that the\nstudent should be able to perform a process without support because it\u2019s been\ntaught to them already.&nbsp; By establishing consistent supports for students\nwho struggle with sequential reasoning they can often become very successful.&nbsp;</p>",Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"640a8f20-8b85-4aae-afd6-b3d025a7a3e1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:02.5940000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:21.6140000Z"}}},{Name:"Mathematics Application",Description:"Mathematics application represents the student\u2019s ability to use the math skills they\u2019ve learned.",Considerations:'<p>&nbsp;Mathematics application typically is viewed as a student\u2019s ability\nto use the basic operations (addition, subtraction, multiplication, and\ndivision) to solve other problems.&nbsp; While this is certainly valid and a\nhighly valuable skill to be mastered, mathematics application begins earlier\nand extends well beyond these basic skills.&nbsp; For example, math application\nstarts early with a student\u2019s ability to recognize and use the idea that the\nnumber 3 represents a quantity and can be used to communicate this fact to\nothers.&nbsp; At a later stage, a student\u2019s knowledge of fractions is applied\nin algebra as they work on inverse operations.&nbsp; The goal of mathematics\nmust be that a student can use their skills in meaningful ways.&nbsp; A student\nthat struggles with mathematics application will need support as they work to\nlearn and apply math across all disciplines.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>&nbsp;IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.</p>",__i:{guid:"65ffa7c8-2ded-4103-9f9a-475ff90e2926",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:42.6170000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:24.3070000Z"}}},{Name:"Attending to Instruction",Description:"Students that struggle attending to instruction typically do not become engaged with the instruction and/or get distracted by other things.",Considerations:'<p>&nbsp;Students who fail to attend to instruction can quickly become lost,\nwhich further complicates the disability.&nbsp; For this reason, it is essential\nto engage the student immediately then regularly monitor their engagement\nthroughout instruction.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">The presence of a student that struggles to attend to instruction\ncan help a teacher to develop instruction that is engaging to all\nstudents.&nbsp; These students need to be viewed as a support to the\nteacher.&nbsp; They are the first student that will disengage and serve as an\nearly indicator of the engagement of the entire class.&nbsp; In other words, as\nthis student becomes disengaged, it can be seen as an indicator to the teacher\nthat the rest of the class isn\u2019t far behind.&nbsp; By following these cues, a\nteacher can develop instruction that genuinely engages all students.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"682891de-9f37-4a38-877c-20a717b901f8",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:41.4520000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:35.2490000Z"}}},{Name:"Number Concepts and Number Sense",Description:"Number concepts and number sense generally refer to a student\u2019s ability to recognize that numbers represent quantities and their magnitude with respect to one another.  In other words, if a student is given a group of items she can identify that there are a certain number of items in the group (5) and that her group has fewer items than a peer who has 9.  This same concept is then stretched to include the understanding of fractions and decimals.",Considerations:'<p>&nbsp;If a student struggles early with number sense, they will quickly\nfall behind their peers and struggle throughout their career in math.&nbsp; It\nis important that this concept isn\u2019t overlooked (no matter how late it is\nidentified) as mathematics starts with a firm grasp on number sense.&nbsp;\nOften students who struggle with number sense can be overlooked because they\ncan \u201crote count,\u201d which leads to the assumption that they understand number\nsense.&nbsp; Without a firm grasp on this concept, they will struggle with more\nadvanced skills such as greater than/less than, decimals, fractions, etc.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/what-is-dyscalculia" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">What is\nDyscalculia?</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-teenager-with-dyscalculia">A\nDay in the Life of a Teen with Dyscalculia</a> \u2013 Understood.org<o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"70ab1b7f-a989-45cd-b0d7-6a56230f1b49",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:22.9680000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:47:27.3790000Z"}}},{Name:"Reading Below Grade Level",Description:"A student reading below grade level cannot read and process information written at the lexile level normally presented at their current grade level.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nmay struggle to read grade-level texts.&nbsp; It is essential to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know these levels.&nbsp; This knowledge\nhelps to support the accommodation/modification selection process.&nbsp; For\nexample, if a fifth-grade student can read words from a third-grade text\nfluently then this third-grade text might represent his independent reading\nlevel.&nbsp; However, if they struggle with reading comprehension, the words\nthey fluently read may have held no meaning.&nbsp; Modifications and\naccommodations should be developed to help the student to gain meaning from\nwritten text.&nbsp; Teachers that don\u2019t understand this distinction can wrongly\nassume that because a text has been adapted to the level, the student appears\nto be able to \u201cread\u201d that the student has then also understood what they\u2019ve\nread.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/" style="">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"7804b278-d8a9-44d2-b0d9-7c344feb5071",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:01.1680000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-09-07T16:49:52.5400000Z"}}},{Name:"Reading Comprehension",Description:"Reading comprehension represents a child\u2019s ability to process, understand and make meaning from written text.  When a student struggles with reading comprehension they are not understanding and taking meaning from the words they read.",Considerations:'<p>&nbsp;Most individuals struggle to understand a document that is too\ndifficult for them to read (frustrational reading level).&nbsp; Often, when a\nstudent has a learning disability in the area of reading, that means that they\nstruggle to read grade-level texts.&nbsp; It is important to determine if a\nstudent is also struggling to comprehend text at their independent or\ninstructional reading level and to know the levels at which the learner is\nfunctioning.&nbsp; This knowledge helps to support the accommodation/modification\nselection process.&nbsp; For example, if a fifth-grade student can fluently\nread words from a third-grade text, then it could appear that this third-grade\ntext represents their independent reading level.&nbsp; However, if they\nstruggle with reading comprehension, the words they fluently read may have held\nno meaning.&nbsp; Modifications and accommodations should be developed to help\nthem to gain meaning from written text.&nbsp; Teachers that don\u2019t understand\nthis distinction can wrongly assume that because a text has been adapted to the\nlevel, the student appears to be able to \u201cread\u201d that the student has then also\nunderstood what they\u2019ve read.&nbsp; &nbsp;</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.scholastic.com/teachers/articles/teaching-content/understanding-reading-comprehension/">Scholastic Article\n\u201cUnderstanding Reading Comprehension\u201d</a><o:p></o:p></p>\n\n<p><a href="https://council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities" style="">Council for Learning\nDisabilities Article \u201cPromoting Reading Comprehension in Secondary Students\nwith LD\u201d</a>&nbsp;</p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"78f956f4-8f3c-4578-be7f-6115007d35c6",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:47.8630000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:46:55.6910000Z"}}},{Name:"Work Completion",Description:"A student that struggles with work completion is unable to complete work or do so in a timely manner.  This disability should be separated from the student that refuses to complete his work (although some of the suggested Accomods would certainly benefit this student as well).    Some thoughts on the student that refuses to complete his work:  This student may have started as a student that struggled to complete his work or as a student with other disabilities.  This refusal is a very typical behavior for a student that struggles to learn and should be treated as a behavior that manifested from this struggle.  Through the use of appropriate accommodations and modifications students will tend to demonstrate this behavior at a reduced rate.",Considerations:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">A student that struggles with the executive skill of work\ncompletion will tend to work slowly and without confidence.&nbsp; This student\nlacks the typical skills that a functioning individual employs to complete\nwork.&nbsp; These skills, such as goal setting, keeping track of time, planning\nprojects, attention to task, etc., should be taught.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><a href="https://www.understood.org/~/media/040bfb1894284d019bf78ac01a5f1513.pdf">Executive Function\nby the National Center for Learning Disabilities</a><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:'<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">IEP teams should carefully consider and develop the accommodations\nand modifications that will permit the student to participate in the general\neducation classroom meaningfully.&nbsp; The selection process should include\nstrategic thinking that takes into consideration the student\u2019s learning needs,\nstrengths, desired outcomes, and other factors necessary for student success in\neach class.&nbsp; Selecting too many or inappropriate accommodations and\nmodifications can result in ableism and achievement expectations that rest well\nbelow the student\u2019s potential.&nbsp; Developing insufficient accommodations and\nmodifications can result in student frustration, behavior issues, and academic\nfailure.&nbsp; Teams should engage in the process of analysis that critiques\nall possible accommodations and modifications resulting in the unique\nidentification or development of supports for each student individually.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',__i:{guid:"7d8094d4-fe82-40d0-8522-326b955847a3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:05.0560000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:09.7740000Z"}}},{Name:"Emotional Regulation",Description:"Emotional regulation refers to a student\u2019s ability to control his emotions as well as his ability to express emotions appropriately (both positive and negative).",Considerations:'<p>&nbsp;A student who is unable to regulate his emotions\nwill often respond inappropriately to events in the classroom.&nbsp; This lack\nof ability to control emotions isn\u2019t limited to only negative emotions but also\npositive ones as well.&nbsp; By helping the student to prepare for and respond\nto various emotional situations, teachers can assist the student as a\nsuccessful learner.&nbsp; Teachers can also support this student by helping him\nto avoid situations that are likely to trigger emotions.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"9ac8b227-2bfe-4bce-bb2e-db7cc9236c3d",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:45.0690000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:21.2740000Z"}}},{Name:"Long-Term Memory Deficit",Description:"A long-term memory deficit is when a student struggles with the ability to efficiently recall information they\u2019ve previously learned.  This deficit can often occur during encoding (storage of information) or during retrieval.",Considerations:'<p>&nbsp;Long term memory refers to our ability to store\ninformation in our minds and then use it at a later time.&nbsp; Long term\nmemory is often considered as real learning of knowledge and skills because it\nbecomes part of us to be used whenever appropriate.&nbsp; When students struggle\nwith efficient long term memory, they struggle to retain and use the information\ntheir teachers thought they already knew.&nbsp; Scientists believe that\ninformation gets lost during the storage or retrieval processes.&nbsp; For this\nreason, the more meaningful the education experience can be, the more likely it\nwill be stored and then later retrieved.&nbsp; Most of us can remember the most\nsignificant experiences of our lives with vivid detail.&nbsp; It is with this\nin mind that learning must be engaging for long term memory to work best.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"a6e34a5a-15e5-4a08-81ce-e0b5d174c0d0",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:56.0650000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:27.6010000Z"}}},{Name:"Difficulty Multitasking",Description:"Students who struggle with multitasking lack the ability to attend to more than one task at a time.",Considerations:'<p>&nbsp;Education requires students to pay attention to so many items at\nthe same time.&nbsp; It is easy to see how quickly a student can become\noverwhelmed, let alone one who struggles with multitasking.&nbsp; These\nstudents need support in focusing on the appropriate learning opportunities\nwhile ignoring the activities that aren\u2019t as valuable.&nbsp; Additionally, they\nneed our help to reduce the incidents of need to multitask, especially if the\nmultitasking is off task!</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ab498d24-494c-4b5b-8d03-694dc459687a",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:12.2770000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:35.2740000Z"}}},{Name:"Sensory Processing",Description:"In general, students that struggle with sensory processing issues are students who have difficulty handling information taken in from their senses.  These issues can cause a student to be oversensitive (hypersensitive) or undersensitive (hyposensitive) to sensory input.  Complicating the challenge even more, students may demonstrate both by being oversensitive to some sensory input while also being undersensitive to others.",Considerations:'<p>&nbsp;Students who struggle with sensory processing issues can struggle\nin the classroom in a variety of ways.&nbsp; It is important to remember that\ntheir mind and body receive sensory input differently than one might\nexpect.&nbsp; This fact causes a variety of behavioral challenges that are\nconfusing to both the child and others around them.&nbsp; To complicate things\nfurther, these students are often not able to appropriately communicate what\nthey are experiencing that is leading to their challenges.&nbsp; Consequently,\nadults that are working with these children should maintain a solution-focused\nmindset by constantly gathering observations and developing potential\nhypotheses that may lead to the establishment of a solution.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Here are a few resources that might also help!<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p class="MsoNormal"><a href="https://childmind.org/article/how-sensory-processing-issues-affect-kids-in-school/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">How Sensory Processing Issues Affect Kids in\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Child\nMind Institute<o:p></o:p></p><p class="MsoNormal"><a href="https://www.teachthought.com/pedagogy/5-ways-to-support-students-sensory-processing-disorder/" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">5 Ways to Support Students with Sensory\nProcessing Disorders:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>Teach\nThought Staff<u1:p></u1:p><o:p></o:p></p><p class="MsoNormal"><a href="https://www.sensory-processing-disorder.com/problem-behavior-in-the-classroom.html" target="_blank"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">Problem Behavior\nIn The Classroom: Dealing with Children And Sensory Processing Disorders At\nSchool:</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nSensory-processing-disorder.com<o:p></o:p></p><p>\n\n\n\n\n\n</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/a-day-in-the-life-of-a-child-with-sensory-processing-issues"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif;">A Day in the Life of a Child With Sensory Processing Issues</span></a><span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\u2013 Understood.org</p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/understanding-sensory-processing-issues" style="background-color: rgb(255, 255, 255);">Understanding\nSensory Processing Issues</a> \u2013 Understood.org</p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2a3b1ac-8266-4600-9679-94bb1afad0a1",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:48.0850000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:53:05.8900000Z"}}},{Name:"Auditory Learner",Description:"An auditory learner learns best when they are able to hear instruction presented in a variety of engaging ways.",Considerations:'<p>&nbsp;Auditory learners tend to learn best when they are using their\nears to learn.&nbsp; They are not passive learners, though, as they benefit\nfrom dialogue.&nbsp; This style lends itself best to a lecture-discussion\nclassroom where the teacher encourages organized conversations around\nlearning.&nbsp; They do tend to like to read aloud.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="http://www.llcc.edu/wp-content/uploads/2014/10/Characteristics-of-Learning-Styles.pdf" style=""><span style="line-height: 107%;">Characteristics\nof Learning Styles</span></a></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"b2abf364-5754-411d-afb1-13507c877ab2",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:36.1870000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:51.8980000Z"}}},{Name:"Confidence",Description:"Confidence represents the student\u2019s willingness to take risks when learning.",Considerations:'<p>&nbsp;A student who lacks confidence is often not willing to actively\nparticipate in instruction, struggles with independent work, and frequently\nwon\u2019t attempt work that he perceives to be difficult.&nbsp; Students who lack\nconfidence are often misunderstood because their confidence can\u2019t be visible,\nbut their incomplete work and lack of participation are easily viewed.&nbsp;\nFor this reason, students who lack confidence are often mislabeled and not adequately\nsupported.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"bbddfedb-6228-4acf-9b44-8fb75f91da03",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:01.7050000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:50:57.4760000Z"}}},{Name:"Cognitive Efficiency",Description:"Cognitive efficiency is the mind\u2019s ability to use its available capacity to work relatively quickly to process information and solve problems.  Woodcock Johnson II Test of Cognitive Abilities defines cognitive efficiency as the capacity of the cognitive system to process information automatically.  It includes processing speed and short term memory.",Considerations:'<p>Teachers need to understand that accomods are\ndesigned to show a student\u2019s potential with disregard for their\ndisability.&nbsp; Students who struggle with cognitive efficiency are\nfrequently able to master any concept as long as they are given the time to do\nso.&nbsp; With the curriculum pace in most schools, efficiency has become the\nname of the game, therefore making accommodations and modifications to meet\nthese students\u2019 needs is frequently met with resistance.&nbsp; However, through\nthe appropriate development of goals and accomods, teams will be able to select\nthe proper level of curriculum expectation as well as define the concepts to be\nlearned.&nbsp; It is often difficult to find the time to teach everything let\nalone the time to provide for a student that struggles with cognitive\nefficiency so IEP team conversations should focus around the specific content\nto be learned and the level of master expected.</p><p class="MsoNormal" style="margin-bottom:17.0pt;line-height:normal"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c406bc3d-e8c2-4885-9fb2-14bfcde41501",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:36.0750000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:04.5130000Z"}}},{Name:"Kinesthetic Learner",Description:"A kinesthetic learner is a student who learns best in hands-on ways.",Considerations:'<p>Events that permit a kinesthetic learner to touch, manipulate, and\notherwise engage physically in learning are most likely to support his\nlearning.&nbsp; These students tend to like to learn math with manipulatives,\nscience experiments, art class, and other STEM type activities.&nbsp;\nKinesthetic learners can be taught to imagine touching and experiencing things,\nas well.&nbsp; This type of imagination can help students in areas that they\nmay otherwise struggle to engage, such as writing and reading.&nbsp; Through\nthis approach, students can become engaged physically with abstract learning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Kinesthetic learners tend to be very busy (active) and easily\ndistracted by things they can \u201cplay with.\u201d<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c6d7833f-3e8a-4499-9ee7-60fcac312bcd",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:18.5530000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:16.7000000Z"}}},{Name:"Quantitative Reasoning",Description:"Quantitative Reasoning is the ability to think in general and specific ways about math in order to use basic math skills and knowledge to solve meaningful problems.",Considerations:'<p>A student that struggles with quantitative reasoning is going to\nstruggle to use math in any way.&nbsp; They will be the student that can solve\na list of math problems when they are presented in isolation and represent one\nprocess.&nbsp; But, the minute this process changes or the student is asked a question\nthat involves the use of this skill, the student will struggle.&nbsp; In\ngeneral terms, a student with a quantitative reasoning disability will struggle\nanytime you expect them to use a math skill they\u2019ve been taught.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c7b111d4-d1c9-4c1f-9175-433b17becf5b",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:10.1620000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:56:25.3700000Z"}}},{Name:"Auditory Processing",Description:"Auditory processing refers to the brain\u2019s ability to understand what\u2019s being heard.  In general terms the ears hear but the brain doesn\u2019t understand.",Considerations:'<p>Children who have difficulty with auditory processing need\ntremendous amounts of support to understand the spoken language.&nbsp; Their\nbrain is unable (or struggles) to process information that is coming into their\nbrain through their ears.&nbsp; These students should be supported by providing\nthem with written text and other ways of learning.&nbsp; Phonics and other\nauditory ways of learning are typically ineffective.&nbsp; This student will\nconfuse letters and sounds, have difficulty sequencing what is heard, and will\nstruggle to sort out background sounds.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/articles/en/receptive-language-disorder-child-day-in-life" style="font-family: Lato, sans-serif; font-size: 10.5pt; background-color: rgb(255, 255, 255);">A\nDay in the Life of a Child with Receptive Language Disorder</a><span style="font-family: Lato, sans-serif; font-size: 10.5pt;"> - Understood.org</span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c85a884d-e99a-4d62-9f58-19ff094d6ef5",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:18:26.9930000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:36:29.6310000Z"}}},{Name:"Working Memory Deficits",Description:"Working memory represents the person\u2019s ability to \u201ckeep something in mind\u201d so they can use it to learn or work.  It is the \u201cpost-it note\u201d of our mind in the sense that it is largely viewed as temporary.",Considerations:'<p class="MsoNoSpacing">Working memory is the \u201coperational\u201d part of the brain.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Like<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span><a href="https://actiondriveneducation.com/short-term-memory-deficit/">short-term\nmemory</a>, it is best to think of working memory in terms of the bits\nof information our mind can actively hold at one time.<span style="font-family:\n&quot;Calibri&quot;,sans-serif">&nbsp;</span> You\nwill sometimes find it suggested that an average working memory can hold\nseven bits of information at one time without losing track of things.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> We have all been in situations\nwhere we tell someone to wait to tell us something, so we don\u2019t forget\nsomething else.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span>\nThis experience is working memory reaching its limit in our minds.<span style="font-family:&quot;Calibri&quot;,sans-serif">&nbsp;</span> Students with learning\ndisabilities often struggle with working memory because their mind is\noverwhelmed with dealing with their disability while still trying to learn and\npay attention to what\u2019s going on around them.<o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Working memory includes everything about which a child is\nactively thinking.<span style="font-family: Calibri, sans-serif;">&nbsp;</span> So,\nif our mind can only hold seven bits of information, but I am thinking about which\nparents\u2019 house I\u2019m going to, the fact that\nthe child sitting beside me is picking on me, and that I\u2019m hungry; then the\nspace for learning in my mind is quickly limited.<span style="font-family: Calibri, sans-serif;">&nbsp;</span>\nTherefore, it is vital to be sure that students are prepared for learning and\nthat their cognitive capacity is engaged in learning to the maximum extent\npossible.</p><p class="MsoNoSpacing"><o:p></o:p></p><p class="MsoNoSpacing"><o:p>&nbsp;</o:p>Carefully consider environmental variables present in a\nclassroom to know their impact on a child\u2019s working memory.</p><p class="MsoNoSpacing"><o:p></o:p></p>',Resources:'<p><a href="https://childmind.org/article/what-is-working-memory/" style="text-indent: -0.25in;">What is Working Memory?</a><span style="text-indent: -0.25in;">&nbsp;Rae Jacobson</span></p><p class="MsoNormal"><a href="https://www.understood.org/articles/en/working-memory-what-it-is-and-how-it-works?_sp=624640c7-b15a-40e8-a679-29f595649455.1641585048463"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">What\nis Working Memory?</span></a><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;Peg Rosen<o:p></o:p></span></p><p class="MsoNormal" style="mso-margin-top-alt:auto;margin-bottom:4.5pt;\nmargin-left:30.0pt;text-indent:-.25in;line-height:normal;mso-list:l0 level1 lfo1;\ntab-stops:list .5in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"c9c4d597-0645-44bc-ba9a-0101869a7505",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:19:43.5130000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:51:23.9690000Z"}}},{Name:"Responsibility",Description:"Responsibility involves the child taking ownership for their learning and the appropriate behaviors that support learning.",Considerations:'<p>Students that struggle with responsibility need to learn the power\nthat comes when they control their actions.&nbsp; Typically these children\nhaven\u2019t experienced the joy that comes from taking control of the variables\nthat are necessary to be independently successful.&nbsp; In the absence of this\nexperience, students tend to dismiss responsibility for their actions and\nlearning.</p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Students who don\u2019t accept responsibility will often become\ndisengaged and will not participate fully in classroom activities and complete\nhomework, projects, or study for tests. When this happens, the student then\nalso becomes a struggling student.&nbsp; As a result, it is sometimes the best\napproach to teach a child responsibility in other settings outside of the\nclassroom, such as work programs, chores, and sports.<o:p></o:p></p>\n\n<p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in">Partnering with parents to tackle this issue is always the best\nmethod.<font face="Segoe UI, sans-serif"><span style="font-size: 13.5pt;"><o:p></o:p></span></font></p>',Resources:'<p>&nbsp;The Center for Parenting Education:&nbsp;<a href="https://centerforparentingeducation.org/library-of-articles/responsibility-and-chores/developing-responsibility-in-your-children/" style="">Teaching\nResponsibility to your Children</a></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"ca53e19c-8ef5-4205-a37b-ba2cacce9cf3",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:21:15.9680000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2020-08-17T17:57:35.0540000Z"}}},{Name:"Impulsivity",Description:"Impulsivity is displayed when a child acts without thought or consideration for the consequences.  This student tends to always be in trouble because he simply does or says whatever comes to his mind at any time and in any situation.",Considerations:'<p>An impulsive student will often react without thinking.&nbsp; This\nimpulsive nature will cause the student to perform behaviors such as yelling\nout answers and even hitting other students without any reserve.&nbsp;\nAdditionally, the student will often also be very disorganized and lack basic\nclassroom skills that are fundamental to being a successful student.&nbsp;\n&nbsp;Teachers should support this student with accommodations as he is working\non learning to control his impulsive nature.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:'<p>&nbsp;<a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/hyperactivity-impulsivity/understanding-your-childs-trouble-with-impulsivity?gclid=EAIaIQobChMIrK7Br7yU3AIVGLbACh0clAvOEAAYASAAEgJ-ifD_BwE" style="">Understanding Your\nChild\u2019s Trouble with Impulsivity</a></p><p class="MsoNormal"><span style="font-size: 10.5pt; line-height: 107%; font-family: Lato, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">&nbsp;<a href="https://www.understood.org/articles/en/why-does-my-child-lie-so-much">Why\nDoes my Child Lie So Much?</a> \u2013 Understood.org</span><o:p></o:p></p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; The selection process should include strategic thinking that takes into consideration the student\u2019s learning needs, strengths, desired outcomes, and other factors necessary for student success in each class.&nbsp; Selecting too many or inappropriate accommodations and modifications can result in ableism and achievement expectations that rest well below the student\u2019s potential.&nbsp; Developing insufficient accommodations and modifications can result in student frustration, behavior issues, and academic failure.&nbsp; Teams should engage in the process of analysis that critiques all possible accommodations and modifications resulting in the unique identification or development of supports for each student individually.<br></p>",__i:{guid:"e6d5da83-5a01-4342-a8f9-947eef494196",tags:[],acl:3,model:{name:"NeedItem",id:"ebb577e6-7f36-4e5f-8d58-35b7a4e19c6a",version:null},auditing:{createdBy:"6cbd7180-5c27-4cbd-af7d-16d1dd4ada32",createdOn:"2020-05-05T16:20:53.6870000Z",lastUpdatedBy:"f5cd05d5-e2a4-435e-a08b-97d72a124e46",lastUpdatedOn:"2022-01-07T19:39:30.3450000Z"}}},{Name:"Mathematics Computation",Description:"Students who struggle with mathematics computation have difficulty finding the answer to math problems that use the processes of addition, subtraction, multiplication and division problems.",Considerations:'<p>Students who struggle with computation will have difficulty with\nmastering the ability to solve addition, subtraction, multiplication, and\ndivision problems.&nbsp; This inability to solve basic computation problems\noften sets the student behind in mathematics, and they quickly become\nfrustrated with the subject.&nbsp; Teachers of these students must remain\npatient as they continuously review these skills.&nbsp; Finally, it is crucial\nto attend to this student\u2019s inability as they move into the upper grades where\nlearning to solve computation problems gets replaced with the utilization of\nthese skills.&nbsp; The lingering issues of a computation deficit will often be\nlost when it becomes assumed that the student has mastered these skills.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; 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There are only certain\nwords that can fit into that blank.&nbsp; Your ability to process the type of\nword that can fit in the blank speaks to your understanding of the structure of\nlanguage.&nbsp; For example, if a simple sentence starts with The boy\n___\u2026.&nbsp; You know that the blank can\u2019t contain a noun unless the sentence is\nchanged to The boy\u2019s ___\u2026. which then means that the next word is likely to be\na noun.&nbsp; As the complexity of the sentence increased, you may also realize\nthat the next word may be an adjective or adverb.&nbsp; When students don\u2019t\nunderstand the structure of the language they often speak in utterances that\nappear disconnected or \u201cbaby talk.\u201d&nbsp; Additionally, their reading seems to\ninclude random guesses at an unknown word.</p><p style="margin-top:0in;margin-right:0in;margin-bottom:17.0pt;margin-left:\n0in"><span style="font-size: 13.5pt; font-family: &quot;Segoe UI&quot;, sans-serif;"><o:p></o:p></span></p>',Resources:"<p>&nbsp;</p>",Process:"<p>IEP teams should carefully consider and develop the accommodations and modifications that will permit the student to participate in the general education classroom meaningfully.&nbsp; 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@ Telegram