Teaching Special Populations Action Plan
Special populations students are students identified for special education, students with disabilities, advanced learners, and students with a combination of special instructional needs.
Induction
Program Standard 6
1. Communicate and collaborate with
special services personnel to ensure
that instruction and support services
for special populations are provided
according to the students’ assessed
levels of academic, behavioral, and
social needs.
Date/ Needs Research
Assessment Research Summary
Source
Correlation Where did I What new ideas
Highlight might I use?
find new
correlating # information?
Research Date: Meeting Notes:
10/1/15 and 11/19/15 10/19/15 – Level 3 SST meeting
for Dylan F. We sat down with
Needs Assessment: our SST team and discussed the
services that he has been
5 6 receiving outside of school. He
has been traveling to Monterey
to meet with a speech therapist.
Mom requested that he go
through assessments with our
speech therapist, but she did not
want him to be assessed for RSP
services. We discussed that I am
going to have him sit in the front
of the class, have the option of a
reading buddy during AR time,
and I am going to modify the
quantity of his homework
because his mom will be
Attend a
working with him on special
Student Study
homework from his speech
Team Meeting
therapist.
11/19/15 - Because of Dylan’s
F’s in all subjects, mom agreed
to have him tested for RSP
services. He is no longer going
to the specialist in Monterey
because she said he would need
more support than she can
provide. We will have an initial
IEP meeting in February. We
will continue with the in-class
accommodations that we
discussed at the previous
meeting.
Classroom Application Results
What was the impact on my
How did I implement
one new idea?
teaching and/or my students’
achievement?
Focus Student or Group: Dylan F. • Dylan’s seating has
helped me monitor his
progress. However, his
Implementation: assessment scores have
• I have seated him at the not improved.
front of the classroom. • The AR buddy was
This helps me check for successful. He enjoyed
understanding with more reading with a partner
regularity and I can stay and this motivated him
on top of any off-task to pursue the
behavior. acquisition of AR
points. He now is on
• He has used an AR buddy
in class. The buddy reads track with his points
and he does not need
with him in the hallway
the buddy anymore. He
and helps him login for
reads independently in
testing. They do not help
with tests, but giving him class and at home.
the opportunity to discuss • Testing at the back
table has reduced
what he is reading should
distractions, but has not
assist with his
improved his test
comprehension.
scores.
• Dylan takes all tests at the
back table so that he is not • Reducing the quantity
of homework has given
distracted. He completes
him the opportunity to
most independent work an
complete his homework
IEP student at the back
in a reasonable time
table.
frame, but has not
• I have reduced the
improved his test
quantity of his math
scores.
homework. I circle
approximately 50% of the
problems so that he has
more time to think through
the problems and then
work with his mom on the
activities that the speech
therapist has provided.
 Teaching Special Populations Action Plan
Special populations students are students identified for special education, students with disabilities, advanced learners, and students with a combination of special instructional needs.

2. Recognize student strengths and Research Date: Discussion with • Stephanie suggested Focus Student or Group: • Within one week,
needs, use positive behavioral support 8/20/15, 9/15/15, Resource that I give my focus Johnny Johnny ripped up his
strategies, and employ a strengths- 10/26/15, and Specialist student a behavior sticker chart. He also
based approach to meet the needs of Teacher incentive chart (a.k.a. picked off stickers.
12/1/15
all students, including the full range of sticker chart) to help • I laminated a new chart
special populations. motivate him to for him so that he could
Needs Assessment: Implementation:
complete assignments not rip it. He still ripped
24 25 26 27 28 29 and reduce his off-task • I gave Johnny a sticker
off stickers.
chart on his desk. Each
30 31 32 33 34 behavior. • Johnny picked off all of
time he is on task, he
• Stephanie suggested the tape. I re-taped it
earns one sticker. After he
that I seat him with a two times. He removed
earns five stickers, he
group of high- the tape within a week.
earns a prize from my
performing students so • Johnny kept putting the
treasure box.
that he can hopefully chart in his desk and
view and copy their could not find it. He
behavior. She also asked for a new one.
suggested seating him • I am going to discuss
in the back of the new strategies with
room so that he does Stephanie because this
not distract others was not successful. He
from the front of the earned treasure chest
room. three times, but this still
• After difficulties with was not adequate
Johnny in a group, reinforcement.
Stephanie gave me
permission to seat him
by himself when
necessary.
3. Instruct special populations using Research Discussion with • I was encouraged to Focus Student or Group: RSP • During long-term
adopted, standards-aligned Date:8/20/15, Resource use small group students (Dallin, Johnny, and Dylan writing activities, these
instructional materials and resources 9/15/15, 10/26/15, Specialist instruction with my F. (Pending)) students work together
(e.g., varying curriculum depth and Teacher RSP and low- at the back table to
and 12/1/15
complexity, managing paraeducators, performing students produce a graphic
using assistive and other organizer. They
technologies). Needs Assessment: Implementation:
referenced the text and
35 36 37 38 I utilize my small group table 2-5
shared ideas. This
times a week to assist these students
increased their
with independent activities and to
performance and helped
help improve their skills in specific
them meet standards on
areas.
writing activities. This

Special populations students are students identified for special education, students with disabilities, advanced learners, and students with a combination of special instructional needs.
4. Participating teachers appropriately
identify factors that could affect the
determination of an English learner’s
language/learning disability.
5. Adhere to legal and ethical
obligations relative to the full range of
special populations including the
identification and referral proces of
students for special services to ensure
academic achievement. Implement
district policies regarding support
services for special populations.
6. Provide differentiated instruction
including accommodations and
modifications based on assessed
student needs.
June, 2013
Teaching Special Populations Action Plan
process helps keep
them organized. The
students request to
work together and I
monitor to make sure
that they are on-task
and that they
understand the
expectations.
Needs Assessment: Documentation of the PT’s identification of factors that could affect the determination of an EL’s language/learning disability may
1 5 6 8 be found on A-3 School and District Information/Resources. No further action is needed to meet this requirement.
Needs Assessment: Each year district employees are required to read and sign the Stull Bill Stull Bill
signifying that they understand and will adhere to legal and ethical http://dodocushareapp01/docushare/dsweb/View/Co
1 2 3 4
obligations relative to the full range of special populations. Documentation llection-1426
may be found on A-1 Class Profile/Student Services Profile, A-3
District/School Resources, A-5 Site Orientation, A-8 Culture of Support Click on the link below to review related CUSD
Conversation, A-9.5 Conversation Guide, C-2 Essential Components for Board Policies:
Instruction, C-4 Focus Student Selection, C-6 Observation Tool, C-7 • Least Restrictive Environment Board Policy
Analysis of Student Work, and C-9 Summative Assessment. No further 3506
action is needed to meet this requirement. • Student Services Rights and
Responsibilities Board Policy 2109
http://boardpolicies.cusd.com/CUSDDocViewer/
Needs Assessment: Documentation of differentiated instruction may be found on A-1 Class Profile/Student Services Profile, A-9 Conversation Guides,
7 8 9 10 11 12 13 C-2 Essential Components for Instruction, C-4 Focus Student Selection, C-5 Lesson Plan, C-6 Observation Tool, C-7 Analysis of
14 15 16 17 18 19 Student Work, and C-9 Summative Assessment. No further action is needed to meet this requirement.
20 21 22 23