A skill tracker designed to provide opportunities for students to systematically practice individual skills specific to an activity. The teacher records the level of scaffolding needing to complete each skill. Adapted by the Colorado Department of Education's Council for Exceptional Children from the Hprizons High Transition Team(2014).
Grade · Behavior & SEL · 1 pages
A one-page data collection sheet to track progress on each trial (up to 5) of an individualized education plan (IEP) benchmark or objective. This flexible tracking sheet can be used to track individual trials (e.g., +/- or yes/no data) or several repeated trials (e.g., 80% accuracy, 4/5 opportunities).
Grade K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 · English Language Arts, Reading, Writing, Language, Listening, Speaking, Math, Behavior & SEL · 2 pages
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Reinforcers are acknowledgments for learning, as well as following rules and expectations in the classroom and school environment. Reinforcers can be part of applying positive behavioral supports and interventions school-wide, in the classroom or with individuals. In order for reinforcers to be effective, there needs to be consistent and applied
A verbal prompt is an auditory cue that can be used in the classroom to increase the likelihood that the student will respond appropriately to a task or directive, to activate background knowledge, or as corrective feedback for misbehavior. A verbal prompt is most often delivered before a student's response
Task Variation is an instructional practice that strategically alternates between previously mastered and/or highly-preferred skills (i.e., maintenance skills) with challenging, new and/or non-preferred tasks (i.e., target skills). To implement Task Variation, the teacher starts an activity with maintenance skills and when the student begins to consistently participate, includes the target
Graduated Guidance is an instructional technique in which the teacher provides manual prompts to complete a sequence of actions and then fades the prompts by changing their intensity and type. Initial support consists of hand-over-hand guidance, which decreases as the student completes tasks successfully, fading to prompts at the wrist,
Progress Monitoring is a process in which data is collected and analyzed to determine the effectiveness of instructional practices, and then used to make strategic changes in instruction to increase students' skill or standard mastery. To Progress Monitor, the teacher selects a specific skill or learning standard to teach and
A Task Analysis is specific direct instruction of a skill broken down into smaller, more manageable discrete steps that allows students to work on the task one part at a time, instead of trying to master the whole task at once. When creating a Task Analysis, the teacher first identifies