Career Development and Occupational Learning Standards (CDOS):  The CDOS learning standards, which are provided at the Elementary, Intermediate and Commencement levels, include a progression of learning standards: 3a.Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. Examples of Computer Lesson Plans. The Term "Lesson Plan" is conveyed in a different way by different people. (These definitions are following the order of the terms in the Lesson Plan Template), SE Teacher (Special Education Teacher):  Special education teacher means an individual who is certified or licensed to teach students with disabilities who is providing special education to the student.Â, GE Teacher (General Education Teacher):  General education teacher means a teacher who is qualified to serve nondisabled students who is providing general education instruction to the student.Â, Teaching Assistant:  A teaching assistant can assist in the delivery of special education services but cannot serve in place of a special education teacher.  (e.g., working with groups of students on instructional projects, provide teacher information about students, assist with testing accommodations, development of materials, etc.). If your template is difficult to execute or to update, you are only creating a resistance NOT to do it. Examples of … 2 ñáÔñŸ’„’z„z„zŸl[I[l7 #hÄz† hÁB 5�CJ OJ QJ ^J aJ #h¡@` hÁB 5�CJ OJ QJ ^J aJ h¡@` hÁB CJ OJ QJ ^J aJ hÁB CJ OJ QJ ^J aJ hÁB OJ QJ ^J h¡@` hÁB 5�OJ QJ ^J h¡@` hÁB OJ QJ ^J #h ¨ h¼w� 5�CJ OJ QJ ^J aJ #h¡@` hÁB >*CJ OJ QJ ^J aJ hÄz† hÁB CJ OJ QJ ^J aJ hÄz† hÁB OJ QJ ^J h¡@` hÁB 5�>*OJ QJ ^J h¡@` hÁB >*OJ QJ ^J � t àÖ http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf OJ QJ ^J aJ $If gdcL ­ kd÷ $$If –l 4Ö ”\ÖF ˜ş´ üD%Œ H H Ö Give specific feedback & correctives. 3b.Career Majors: (Optional for this credential.) If multiple teachers are present, careful thought should be put into co-teaching models and how they integrate into a differentiated lesson plan. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ½ ¾ Ó Ş ß û ü ÿ f R I I I I I I $If gdÁB $„q „q $If ]„q ^„q a$gdcL ˜ kd) $$If –l Ö ”ÓÖ0 ˜şüD%€d €H Ö The lesson plan template and the classroom summary were developed to support educators in embedding specially designed instruction (SDI) into lessons that are aligned with the Common Core Learning Standards (CCLS). Œ Lesson Plan Format. ÿ More Examples (student paced, teacher monitored (Check for Understanding) Students start to take on more of the practice – teacher monitors CFU - Elicit overt response that demonstrates behavior in the objective – Make sure to have students verbalize the steps NOT TEACHER Praise-Prompt-Leave strategy to gradually release responsibility Pre-correctives and Correctives Maintain a brisk pace if students are grasping concept “Ok students, what do I do next?” partner A tell B...call on at least 5 students to get a good % of your class- White boards, “Chest it” Student Engagement T-G, S-S, G-G TeacherStudent EngagementIndependent Practice You Do It Try and be quiet at this time. Keep students engaged/busy. h´f€ 6�OJ QJ ^J h+i 6�OJ QJ ^J ¨ © Î 0 K : : - „´ $If ^„´ gd ¨ „q „q $If ]„q ^„q gd ¨ ´ kdŒ $$If –l Ö ”ÁÖF Èûm‚ø%€  € €x Ö ÿ ÿ ytcL $If gdÁB $„0ıdh ^„0ıa$gd¼w� „0ı^„0ıgd¼w� $„0ı^„0ıa$gd¼w� The systematic synthetic phonics teaching principles. About this Learning Experience. http://www.p12.nysed.gov/specialed/publications/policy/chap408final.pdf. 6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ &h;î h;î 5�6�CJ ş Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö All the how-to guidance they need is in this accessible text on systematic instruction, a highly effective teaching approach rooted in applied behavior analysis. CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ h ¨ hÍj0 OJ QJ ^J ‡ ˆ § õ � … … $If gdvi p kdv $$If –l Ö ”îÖ Èûø% 0* #h ¨ h 9Š 5�CJ OJ QJ ^J aJ #h ¨ hzÖ 5�CJ OJ QJ ^J aJ #h ¨ h%/ 5�CJ OJ QJ ^J aJ #h ¨ h*! Explicit instruction is the foundation by which SDI is delivered.  SDI is defined in 34 CFR section 300.39(a)(3) and section 200.1(vv) of the Regulations of the Commissioner of Education to mean “adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.”  SDI is the intentional and purposeful planning of instruction to ensure that students with disabilities can meaningfully access, participate and progress in the curriculum throughout the entire lesson. l aö4üpÖ ÿ ÿ yt ¨ Y j � ‚ ƒ � ¨ © ® ± ¸ Ì Í Î Ó Ö Ú $ / ôéÚȺ¨º–¨‚¨–¨–¨‚¨–nZnF &h ¨ hÀf´ 5�6�CJ OJ QJ ^J aJ &h ¨ hçÑ 5�6�CJ OJ QJ ^J aJ &h ¨ hÅa× 5�6�CJ OJ QJ ^J aJ &h ¨ h 5�6�CJ OJ QJ ^J aJ #h ¨ hÍj0 5�CJ OJ QJ ^J aJ #h ¨ h 5�CJ OJ QJ ^J aJ h ¨ h 5�OJ QJ ^J #h´f€ h´f€ 6�CJ -Ancient Chinese Proverb AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Often times you will need to go back up into Structured Practice if students seem to still be struggling. t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Direct Instruction Lesson Plan Format Author: SD-6_Mountaineer Last modified by: user Created Date: 12/18/2015 4:54:00 PM Company: Amanda's Poetry Service Other titles: Direct Instruction Lesson Plan … Example of Economics Lesson Plan:K5. W Students practice completely on their own after reaching at least 85% accuracy with guided practice Corrective should be minor and one-on-one Delayed feedback – Let them self correct Teacher should circulate during seatwork, monitoring students with short contacts DO NOT GO OVER WORK AND GIVE ANSWERS. Examples of Economics Lesson Plans. ÿ ÿ ytcL Ã Ä Å Ï × ê � … y y y $$If a$gdcL „0ı^„0ıgd¼w� p kd $$If –l Ö ”ØÖ ÈûD% |) t àÖ through auditory, visual, kinesthetic, or a combo. Collect work to see which students got it and which still need help during UA. Make sure to orally make this known and take back the “pace” of the lesson. Common Core State Standards Initiative http://www.corestandards.org/the-standards; Retrieved August 15, 2011. Think...what needs to be MODELED? This is also referred to as integrated ELD. Don’t forget to “Overlap” activities. V Example of Computer Lesson Plan:Grade 1 Level. OJ QJ ^J aJ The foundation of these tools is rooted in the research around the elements of explicit instruction. Ticket-Out-The-Door Student Engagement S-S and G-G and individually Standard: Lesson Objective: Closure Revisit – Walk over to, point, read, restate & ask students to self – assess learning AUTHOR T. Baides, Instructional Coach, SWSD DATE \@ "M/d/yyyy" 12/18/2015 Tell me, I will forget. Lesson Title: Summary vs. Response/Analysis Results Focus: Students will be able to discern a summary vs. response/analysis prompt and generate appropriate responses of their own. Example of Art Lesson Plan:Integrating Cognitive Skills Example of Art Plan:Valentine Card Making. Avoid asking questions during input. Go back to the student later to allow them to correctly answer the question. Explicit Instruction 4 B. Scaffolded Instruction 6 C. Strategy Instruction 8 * * „ „ Ô Ô Ô ÿÿÿÿ è è è è ¬ ” ì è `R ª € L Ì Ì Ì Ì u u u ßQ áQ áQ áQ áQ áQ áQ $ � These tools were created by the SDI Workgroup through the Regional Special Education Technical Assistance Support Center (RSE-TASC).  The RSE-TASC network is one of the P-12: Office of Special Education’s primary resources for school improvement in New York State.  Special Education School Improvement Specialists (SESIS), Valerie Cole and Katy B. Weber were instrumental in creating these tools and delivering professional development for educators across the State to improve results for students with disabilities. Related Services:  Related Service means developmental, corrective and other supportive services as are required to assist a student with a disability (e.g., speech-language pathology, interpreting services, physical therapy, occupational therapy, counseling services, etc.). Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. Steps in an Explicit, Systematic Instruction Lesson. Download both the annotated version—for instructional coaches to use with teachers when planning a lesson; and the blank template once teachers have mastered how to correctly use the lesson plan. This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by al… t àÖ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿÖ ÿ ÿÖ ÿ ÿÖ ÿ ÿ4Ö 4Ö Ex: As you pass out papers, have partners read the steps to each other. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. Demonstration:  Teaching using physical objects to clarify the content and to support kinesthetic learning. Orientation to the Lesson. Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs. Q = 1 ( $If gdÁB $$If a$gdcL $„q „q $If ]„q ^„q a$gdcL ­ kd€ $$If –l 4Ö ”ÄÖF Èû´ üD%Œì ÿÿÿÿ H H Ö l aö4üpÖ aN ( ËQ 0R 0 `R ‰N Ø XW ¿ è XW P aP aP B XW Ô £P ( u u à u u u u u R R § u u u `R u u u u ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ ÿÿÿÿ XW u u u u u u u u u * J : DII Thinking – Cognitive Planning Template Teacher: ______ _________ Date: ____________ Subject: _______________ Standard: Lesson Objective: Connecting to Prior Knowledge: ObjectiveTeacherStudent EngagementInput and ModelInput: Academic Vocabulary (AV) – (posted) Process/Steps: (posted) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Model: (introduce process/steps) Students will participate with choral/echo response of meanings of Academic Vocabulary, steps/process Students will use gestures (TPR) to distinguish definitions of AV Students will listen and watch teacher “think aloud.”Structured Practice Students will actively participate (echo/choral read) in completing problems with teacher Think-Pair-Share opportunities, equity cards/sticks Respond using sentence frame:Guided Practice*Reminds students of expectations (use academic language/steps), walks around providing immediate feedback, correctives. ÿ ÿ yt ¨ æ ç ø A B u † ‡ ˆ § † Š × â å ô õ ö ÷ > F Y óáĞᾬáóáĞšˆšvdváóUJ?J?J h+i 6�OJ QJ ^J h´f€ 6�OJ QJ ^J h´f€ 6�CJ Standard: Make sure you are writing a grade level standard. l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB ¤ Direct Services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.  Direct service can be combined with indirect services.Â, Indirect services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class.Â, Resource Room Program:  Resource room program is a special education program for a student with a disability who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.Â. u ö ö ö ö ö ö ö ö ö ö ö ö $If gdÁB Š ‹ ‘ ’ « ¬ ­ Ì á OJ QJ ^J aJ * Created by Katy B. Weber and Valerie Cole members of the NYSED SDI Workgroup 2014, Specially Designed Instruction (SDI) Classroom Summary Sheet, The lesson plan template and the classroom summary were developed to support educators in embedding specially designed instruction (SDI) into lessons that are aligned with the Common Core Learning Standards (CCLS).  The foundation of these tools is rooted in the research around the elements of explicit instruction.  This approach is “a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students” (Rosenshine, 1987).  Over the past 20 years, research has shown that explicit instruction is the most effective evidence-based method for instructing all students and primarily those students with disabilities.Â. Instructional systems design (ISD) is one example of a systematic program planning process. l aö4üpÖ l aö4üpÖ Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. Our SCID workshop is a follow-on program to the Developing a Curriculum (DACUM) training.It picks up where DACUM leaves off and teaches you how to develop a competency-based curriculum or training program using the ADDIE instructional design model as … The tool includes a lesson plan worksheetand a self-reflection form for assessing the use of explicit instructionduring intervention sessions. A systematic method of instruction wherein the teacher leads the students in a carefully constructed step-by-step lesson. e Afterwards, Teacher has students come to explain problem(s)Students will recall process Students will work in pairs and use process to complete practice problems. &h 9Š h 9Š 5�6�CJ OJ QJ ^J aJ &h 9Š h´f€ 5�6�CJ OJ QJ ^J aJ &h 9Š h+i 5�6�CJ OJ QJ ^J aJ )hû|> h+i 5�6�>*CJ OJ QJ ^J aJ &h 9Š hàfï 5�6�CJ OJ QJ ^J aJ &h 9Š h~M… 5�6�CJ OJ QJ ^J aJ æ ç B ‡ � … y $$If a$gd ¨ $If gdvi p kdë $$If –l Ö ”$Ö Èûø% 0* Involve me, I’ll understand. Ù & 3 4 R S ö ö ö ö ö H ­ kda $$If –l 4Ö ”fÖF Èû´ üD%Œì ÿÿÿÿ €H H Ö ı More information... People also love these ideas Come back to Discovery: Students will grapple with a math task that requires them to discover or uncover mathematics that has not been presented directly. Madeline Hunter's ITIP Model. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)öĞö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö However, since he is proficient in these two areas, it may be an effective place to begin his word study. Objective (Learning Objective, Learning Target):  A learning objective is a statement that describes what the student will be able to do successfully and independently at the end of a specific lesson as a result of the classroom instruction.  All learning objectives contain a concept (main idea) and a skill (measureable student behavior). generate the lesson plans and lesson materials. l aö4üpÖ Echo, choral “Show me...” - students connect to learning using TPR Student Engagement T-C , T-G, T-S Notice the teacher always leads the interaction during input and modelStructured PracticeWe Do It Together You help them with the thinking and help feed them the answers. Charlie needs systematic instruction for word identification (letter-sound patterns and decoding strategies), with the exception of consonant sounds and short vowel sounds in CVC words. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö ? ):  Guided practice starts with the teacher working problems together with the students.  This means that the teacher is working the problem step-by-step, usually on the board, and the students are working with the teacher at the same time.  Guided practice is a dynamic component in lessons. Arcadia Standards-Based Lesson Planner Template The lesson Planner is one tool that may assist you in developing standards-based lesson plans in a systematic manner. of modalities Provide a chart of the sequential steps in taking on the skill Talk about your thinking (Metacognitive Demonstration) – point to the chart when using steps CFU - Present material in small steps – Have students chorally repeat and/or TPS the steps Re-explain difficult pointsSentence Frames: Need to model complete sentences either verbally or written. l aö4üpÖ ÿæææ ÿæææ ÿæææ yt¼w� & ' ? Strategies:  A plan of action designed to achieve a goal. Checking for Understanding (CFU):  Checking for Understanding means checking all students’ levels of understanding throughout each lesson to track learning and adapt instruction appropriately during instruction. ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö l aö4üf4pÖ ÿæææ ÿ ÿ ÿ ÿ ytÁB $If gdÁB m n € � ‚ � † † † $If gdcL o kdÏ $$If –l Ö Ö 0ıD% ( l aö4üpÖ &. l aö4üpÖ Explicit Instruction Lesson Plan TemplateTrainers, reading specialists, and coaches are encouraged to use this lesson plannerto help interventionists implement explicit teachingstrategies. l aö4üpÖ Council for Chief State School Officers, 2005 Implementation ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)ö ö Ö ÿ ÿ ÿÖÿÿÿÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö LESSON PLAN FORMAT AND EXPLANATION Name Date Grade Subject # in Group School Time ... • Select a systematic means of assessment that is aligned with the objectives to analyze and document student progress. BTSA Induction Standards-Based Lesson Planner Template The lesson Planner is one tool that may assist you in developing standards-based lesson plans in a systematic manner. ... • Sequence the key learning tasks for daily instruction. (Accessed January, 29, 2010), Kentucky Special Education Cooperatives:  IEP and Lesson Plan Development Handbook, Revised, January 2009Â, Common Core and Students with Disabilities, Employment Opportunities in Shortage Areas, Graduation Requirements/Exiting Credentials, New York State Alternate Assessment (NYSAA), Information related to the Common Core Learning Standards, Curriculum Instruction and Students with Disabilities, http://www.p12.nysed.gov/specialed/publications/policy/chap408final.pdf, http://www.corestandards.org/the-standards, http://www.ccsso.org/content/pdfs/AccommodationsManual.pdf. Kentucky Department of Education IEP and Lesson Plan Development Handbook Page 2 Table of Contents Section 1: Specially Designed Instruction / Supplementary Aids and Services 4 A. Ç T ² ¼V œ R Ô u Ÿ Ö u u u R „ „ Ì Ì Ó R à à à u „ 8 Ì Ô Ì ßQ à u ßQ Ã Ã Ş M X ¼ aP Ì ÿÿÿÿ î¹´9Ñ ÿÿÿÿ ‘ . Reading comprehension, story comparisons, retelling, math and literacy connections, and a fun fine motor activity! £ ¤ Class: For purposes of the lesson plan document, this term means the setting in which students with disabilities are receiving instruction in the general education curriculum.  Â. Constructing Meaning – Explicit support in acquiring the language needed to comprehend and express understanding of grade-level work. ¢ Systematic Introduction of Lesson (Anticipated Length_____): During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson. 4 The plan for instruction that is systematic is carefully thought out, builds upon prior learning, is strategic building from simple to complex, and is designed before activities and lessons are planned.  The teacher models the skill three times.  The teacher demonstrates and describes the skill performance. Â. This may include hardware (e.g., simulation equipment) and software (e.g., computer-based instruction). Lesson Title: Technology: Robotics Introduction Results Focus: Students will be able to navigate through the robotics program and read and interpret the directions given. Start where you want them to end. Explicit Instruction Lesson Plan Template Trainers, reading specialists, and coaches are encouraged to use this lesson planner to help interventionists implement explicit teaching strategies. t àÖ ÿæææ ÿæææ ÿæææ Ö0 ÿ ÿ ÿ ÿ ÿ ÿ ö0*ö Ö ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿÖ ÿ ÿ ÿ4Ö 4Ö Systematic instruction is an evidence-based method for teaching individuals with disabilities that spans more than 50 years. ObjectiveTeacherStudent EngagementInput – Explain the new information Model – Show them what to do with the new information I Do It - You Watch and Listen You do all the thinking. t àÖ0 ÿ ÿ ÿ ÿ ÿ ÿ ö|)6ö Ö ÿÖ ÿÖ ÿÖ ÿ4Ö 4Ö Five Essential Reading Components 339 views. Explicit Instruction Lesson Plan Template 6347 views "Caught You Teaching to the Norms" Notepad 1341 views. hÍj0 6�CJ Students with diverse needs must be challenged to excel within the general curriculum and be prepared for success in their post-school lives. Check either your Frameworks or the back of your TE.Lesson Objective: What the students should know and be able to do by the end of the lesson You say it, say it together, say it to your partner - T-C, S-S, C-TConnecting to Prior Knowledge: What have the students already done that can act as a “bridge” to the new learning they are taking on in this lesson? Generally, for a teacher, it is a work to be covered in a class period which runs for 40 to 50 minutes. To ensure the best outcomes for students with moderate and severe disabilities, K-12 educators need to understand what constitutes good instructional practices and how to apply them in any classroom, with any curriculum. 302. The lesson plan template and the classroom summary were developed to support educators in embedding specially designed instruction (SDI) into lessons that are aligned with the Common Core Learning Standards (CCLS). Independent Practice (You do it. “Accommodations Manual: How to Select, Administer and Evaluate Use of Accommodations and Assessment for Students with Disabilities,”2nd Edition. Verb:  The skill is the verb in the learning objective.  (e.g., “Write a summary of a newspaper article,” write is the skill).  The measurable skill is the verb in the learning objectives.  (e.g., solve, identify, write, compute, and describe).Â, Context:  A context is any specific condition under which the learning objective will be executed.  Often the context describes the resources or methods to be used.  (e.g., “Write a summary of a newspaper article,” the context describes the resources to be used - newspaper article).Â, Accommodations:  Accommodations mean adjustments to the environment, instruction or materials (e.g., instructional materials in alternative format such as large print or Braille, fewer items on each page; extra time to complete tasks) that allow a student with a disability to access the content or complete assigned tasks.  Accommodations do not alter what is being taught.Â, Modifications (Program modifications):  Program modification may be used to describe a change in the curriculum or measurement of learning; for example, when a student with a disability is unable to comprehend all of the content a teacher is teaching (e.g., reduced number of assignments; alternative grading system).Â, Assistive Technology (Assistive technology device, Assistive technology service):  Assistive technology device means an item, piece of equipment or product system that is used to increase, maintain or improve the functional capabilities of a student with a disability.  Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.  The term includes: the evaluation of the needs, purchasing and leasing of the device, selecting, designing, fitting, customizing, and adapting the device, coordination of the therapy, intervention for the device, along with training and/or technical assistance for a student with a disability and the professionals who will provide the service.Â. Integrated Co-Teaching Services:  Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided jointly by a special education teacher and a general education teacher to a group of students with disabilities and nondisabled students.Â, Special Class:  Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers.Â. Teacher provides students with an advance organizer, explaining why the lesson content is important as well as how it relates to real life. ÿ ÿ yt¼w� ‚ ƒ „ ¥ ¦ t u  æ � ƒ ƒ z z z q q $If gdvi „Èû^„Èûgdàfï $„0ı^„0ıa$gdvi o kd] $$If –l Ö Ö 0ıD% ( To make it as simple and easy to update, you are writing a grade Level.! 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