The document provides an exit checklist for classroom teachers with suggestions to implement for students with attentional issues, low self-esteem, or who need general classroom modifications. It includes modifying seating arrangements, providing breaks, and using positive reinforcement to help students with attentional issues. For self-esteem, it recommends focusing on students' strengths and setting learning goals. Suggestions also involve pairing students, simplifying vocabulary, and using alternate materials to aid general classroom modifications.

1. Exit Checklist- Classroom Implementation
Please choose several in each section to work on the next 30 days.
Keep checklist handy for implementation for next school year.
Attentional Issues
preferential seating/proximity control
quiet area available
student repeat back directions
copy of directions for multi-step projects
pair visual material with verbal instructions
schedule short breaks
improve classroom climate
be positive even when success is minimal
clear structure and limits
objects to help with fidgeting
use colored paper to help students attend
pointed praise
Self Esteem
focus on what student CAN do
communicate with resource teacher
read student’s psychological
make classroom modifications as unobtrusive as possible
talk with student ahead of time when implementing classroom modifications
do not call attention to child’s learning problem in front of others
praise student for individual accomplishments
encourage student to set learning goals
give specific feedback
demonstrate how to complete an assignment correctly
use cueing system for misbehavior or poor social skills
call on student when you know they know the answer
General Classroom Modifications
oral reading in class
paired/group work
pinch strips
break assignments into steps
word banks on tests
cloze procedure when taking notes
use of video material on topic being studied
choice projects that utilize different modalities
simplify the vocabulary-choose 10 words they really need to know
use of flipcharts and games
LambertSuzan Thursday, February 9, 2012 8:48:26 AM ET

2. Exit Checklist- Classroom Implementation
Please choose several in each section to work on the next 30 days.
Keep checklist handy for implementation for next school year.
Reading Modifications
pair poor reader with competent reader
use UNRAAVEL and powerful words during instruction to teach strategies
skim new reading material and have student(s) underline or list unfamiliar words-
pre-teach vocabulary prior to reading
break down long reading passages-work on a couple of sections and then do
summary or questions
use alternate (lower level) materials when possible
notify poor readers ahead of time when you want them to read aloud in class so
they can practice
Math Modifications
assign fewer problems to students with time issues (quality over quantity)
have student complete the same assignment but use a different grading scale
students with alignment problems can use graph paper or turn notebook paper
sideways to alleviate the problem
use foldables to state rules or give examples and allow students to refer to these
when computing problems
give a “cheat sheet” that lists steps to working out multi-step problems
give concrete examples on exactly how you want your students to complete the
math assignment
Science/Social Studies Modifications
study guides/study questions with the page number where the answer can be
found so poor readers do not have to wade through so much reading material
color code, highlight, or underline important material on handouts and tests
give student the opportunity to give oral answers to essay questions
when possible, highlight text books
Test Design
group material into sections. Avoid overcrowding.
put directions in BOLD print; highlight critical information for lower level students
limit matching to 5 to 10 words per section; use a line to separate sections
circle 5-10 items and tell the student to do those items first and then go back and
finish the test. Choose items that are essential to the concept being tested.
read aloud when specified on a student’s IEP
reduce the number of choices on multiple choice
supply diagrams/charts when available to help with concepts being tested
word banks
LambertSuzan Thursday, February 9, 2012 8:48:26 AM ET

3. Exit Checklist- Classroom Implementation
Please choose several in each section to work on the next 30 days.
Keep checklist handy for implementation for next school year.
LambertSuzan Thursday, February 9, 2012 8:48:26 AM ET