Student 1 (S1) is in 5th grade general music with me.

I do not have S1’s specific diagnosis, but their

accommodations include a designated safe space within the classroom or building to destress;
elimination of distractions; preferential seating, preparations for transitions and changes in routine;
immediate feedback; reinforcement; and reminders. MY CT says S1 is prone to outbursts and easily
frustrated. She provides extra support to S1 by trying to make sure S1 sits on the end of a riser in
assigned seating to give them more space to move their body if needed and surrounds them with
personalities who S1 will get along with more easily, keeping them separate from other explosive
personalities. I plan to provide support to S1 by intentionally giving very clear instruction to 5th grade
general music and being ready to repeat instruction as necessary. I plan to keep a steady entering and
exiting routine in 5th grade and to give advance notice specifically to S1 if that routine will change. I also
plan to keep an eye on S1’s location in the classroom and to monitor whether or not they seem
distracted or frustrated, and stay prepared to move S1 or things/people around them as necessary.

Student 2 (S2) is in Kindergarten with me. S2 has the diagnosis of Developmental Delay and Speech-
Language Impairment. Their accommodations include flexible schedule; access to a cool down place;
manipulatives for math; visual schedules and aids; and a visual timer. My CT says S2 isn’t here for a full
day and has only recently started coming to specials. Gradually, they have increased S2’s schedule, so
My CT has not seen many of the behaviors listed on their IEP. My CT provides extra support to S2 by
watching their interactions with other students and tries to help S2 recognize their own strengths. She
watches for escalations or outbursts in turn-taking. She reinforces positive behavior and tries to keep
them from even getting to challenging behavior. I plan to provide support to S2 by offering timers on the
screen, being clear about the schedule for the class, watching for escalation, reinforcing positivity, and
allowing S2 to leave the classroom with an adult if they need to cool down. I am also able to call for an
extra adult in the room if it would be helpful for the student.