Debra D. Mays
7th Grade Civics and Geography Teacher
BIO
Courses Taught:
Contemporary Civics/Geography - Grade 7
Contemporary Issues - Grade 7 (Elective)
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7 th Grade/Civics WEEK OF: November 10th-November 14th 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 8- Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decisions making, and the stock market. | Veterans Day Holiday | Standard 8- Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market. | Standard 6- Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market. | Standard 8- Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is the consumer sector? Learning Targets For Students: (1) Factor Markets (2) Consumers and (3) Capital Exchange I can (as a teacher) help the students gain knowledge on situations that allow buyers and sellers to exchange a certain economic product. | Essential Question- What is the business sector? Learning Targets For Students: (1) Product Markets (2) Business Sector and (3) The Government Sector I can (as a teacher) help the students gain knowledge on a circular flow of economic activity. | Essential Question- What is the Foreign Sector? Learning Targets For Students: (1) Value of goods and services. (2) Growth in the economy. and (3) Productivity I can (as a teacher) help the students gain knowledge on goods and services the U.S. purchases from other countries. | Essential Question- What is specialization? Learning Targets For Students: (1) Businesses (2) Regions and (3) Countries I can (as a teacher) help the students gain knowledge on specialization taking place when people, businesses, regions, and even countries concentrate on goods or services that they can produce better than anyone else. | |
Instructional Strategies/ Activities (Before, During, & After) | Objective- The Consumer Sector Bell-Ringer- Who are the consumers? Before- Read/Write Notes During- Key Terms Read to Learn Reading Check Evaluate Visual Strategy- Predictions After- Main Idea Activity Whole Group Formative Summative | Objector- Product Markets Bell-Ringer- What process is involved in the flow of economic activity? Before- Read/Write/Discuss During- Questions Find the Words Sum-It-Up Strategy- ABC Brainstorm After- Visual with Illustrations Individual Work Formative Summative | Objective- The Foreign Sector Bell-Ringer- What is productivity? Before- Read/Discuss During- Examples of foreign sectors. Fact/Opinion Main Idea Word Wall Strategy- 3-2-1 After- Write 3 conclusive statements. Whole Group Formative Summative | Objective- Specialization Bell-Ringer- What is division of labor? Before- Read/Discuss During- Key Terms Reviewing Main Ideas Drawing Inferences Organizing Information Create Chart Strategy- Turn and Talk After- Questions Small Group Formative Summative | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | |
Student Grouping: X Whole Group X Small Group X Individual Work Assessments:X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Contemporary Issues-Elective WEEK OF:November 10th-November 14th 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill- Reading Comprehension | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question-What are the different kinds of volcanoes? Learning Targets For Students: (1) Active Volcanoes (2) Extinct Volcanoes and (3) Volcanologists I can (as a teacher) help the students gain knowledge on the different kinds of volcanoes. | Veterans Day Holiday | Essential Question- How are Volcanoes Formed? Learning Targets For Students: (1)Earth’s Crust (2) Earth’s Mantle and (3) Layers of Lava. I can (as a teacher) help the students gain knowledge on plates moving together and overlapping. | Essential Question- What Happens when Volcanoes Erupt? Learning Targets For Students: (1) Volcanic Eruption (2) Fahrenheit and (3) Poisonous Gases I can (as a teacher) help the students gain knowledge on Volcanic Eruptions. | Essential Question- What are Volcanic Islands? Learning Targets For Students: (1) Islands of Hawaii (2) Magma and (3) Eruptions I can (as a teacher) help the students to gain knowledge on volcanoes that erupt from a hot spot in Earth’s Mantle. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Kinds of Volcanoes Bell-Ringer- Who are volcanologists? Before- Quick Write During- Word Wall Notes Read to Learn Questions Strategy- Save the Last Word For Me. After- Graphic Organizer Whole Group Formative Summative | Objective- How Volcanoes Form? Bell-Ringer- What is the process of volcanoes forming? Before- Read/Write/Discuss During- Summary Inferences Completions Strategy- ABC Brainstorm After- Drawing and Illustration. Individual Work Formative Summative | Objective- When Volcanoes Erupt? Bell-Ringer- What is a poisonous Gas? Before- Read During- Descriptive Words Find the Words Unscramble Cause and Effect Strategy- 3-2-1 After- Create an advertisement. Whole Group Formative Summative | Objective- Volcanic Islands Bell-Ringer- What are hot spots? Before- Quick Write During- Reading/Write Notes. Analyze chart Main Idea Activity Analyze Visual Matching Strategy- Turn and Talk After-Write 3 reactions. Small Group Formative Summative | |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | |
Student Grouping: X Whole Group XSmall Group X Individual Work Assessments:X Formative XSummative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan - NAME: Debra Mays GRADE/SUBJECT: 7th Grade Civics WEEK OF: November 3rd-November 7th 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 7- Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them. | Standard 7- Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed and who will consume them. | Standard 7- Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed and who will consume them. | Standard 7- Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed and who will consume them. | Standard 7- Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What are goods? Learning Targets For Students: (1) Goods (2) Services and (3) Factors of Production I can (as a teacher) help the students gain knowledge on factors of production required to produce goods and services. | Essential Question- What are Natural Resources? Learning Targets For Students: (1) Fertile Fields (2) Abundant Rainfall and (3) Forests and Minerals I can (as a teacher) help the students gain knowledge on the gifts of nature that make production possible | Essential Question- What is Labor? Learning Targets For Students: (1) Electricians (2) Education and (3) Support Personnel I can (as a teacher) help the students gain knowledge on physical and mental efforts that people contribute to the production of goods and services. | Essential Question-What is Capital? Learning Targets For Students: (1) Economists (2) Consumer Goods (3) Products I can (as a teacher) help the students gain knowledge on tools used to make other products. | Essential Question- What is Gross Domestic Product? Learning Targets For Students: (1) Economic Success (2) Overall Economy and (3) Measuring Gross Domestic Products I can (as a teacher) help the students gain knowledge on economic success by the amount of income and the ability to provide for themselves and their families. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Producing Goods and Services Bell-Ringer- What are services? Before- Quick Write During- Questions Find the Words Categorizing Information Strategy- Save the Last Word For Me After- Write 3 conclusive statements. Whole Group Formative Summative | Objective- Natural Resources Bell-Ringer- What are the factors of production? Learning Targets For Students: (1) Labor (2) Capital and (3) Entrepreneurs I can (as a teacher) help the students gain knowledge on resources necessary for goods and services. Before- Question and Answer During- Summary Read to Learn Graphic Organizer Matching Strategy-3-2-1 After- Write 3 reactions/opinions Individual Work Formative Summative | Objective- Labor Bell-Ringer- What are the benefits of labor? Before- Read/Write/Discuss During-Notes Sum-It-Up Cause/Effect Open-Ended Questions Drawing Strategy- ABC Brainstorm After- Drawing Whole Group Formative Summative | Objective- Capital Bell-Ringer- Who are Economists? Before- Quick Write During- Key Terms Write sentences Complete the Statements Chart Reading Check Questions Strategy- 3 Predictions After- Draw a picture to illustrate capital goods. Individual Work Formative Summative | Objective- Gross Domestic Product Bell-Ringer- What are secondhand sales? Before- Quick Write During- Read/Write/Discuss Summarize Information Organize Information Evaluate Chart Strategy- Turn and Talk After- Reading Check Question Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments: X FormativeX Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan -NAME: Debra Mays GRADE/Subject 7th Grade/Contemporary Issues-Elective WEEK OF: November 3rd-November 7th 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | SkillReading Comprehension | Skill-Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- How would you describe the three North American Countries.. Learning Targets For Students: (1) Canada (2) Mexico and (3) The United States I can (as a teacher) help the students gain knowledge on the people of Mexico, Canada, and the United States. | Essential Question- How is Canada and the United States similar? Learning Targets For Students: (1) Rocky Mountains (2) England and (3) Americans I can (as a teacher) help the students gain knowledge on two countries that are similar in many ways. | Essential Question- What is Canada’s Winter Sport? Learning Targets For Students: (1) Hockey (2) Cold Weather and (3) Canadian Towns I can (as a teacher) help the students gain knowledge on hockey that has been popular in Canada since it was invented there more than 100 years ago. | Essential Question- What about Mexico? Learning Targets For Students: (1) It’s Neighbor-Canada and the United States (2) East Coast and (3) West Coast I can (as a teacher) help the students gain knowledge on Mexico’s population. | Essential Question- What is Mexico City famous for? Learning Targets For Students: (1) Aztec Pyramids (2) The Spanish and (3)North America I can (as a teacher) help the students gain knowledge on Mexico City- the highest city in North America. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Three North American Countries Bell-Ringer- Where is the United States located? Before- Quick Write During- Notes sum-it-up inferences graphic organizer Strategy- ABC Brainstorm After- Write 3 positive reactions on Canada, Mexico, and the United States. Whole Group Formative Summative | Objective- Comparing Canada and the United States Bell-Ringer- Why do the United States and Canada choose leaders differently? Before- Read/Write/Discuss During- Create a Venn Diagram on Canada and the United States Cause and Effect Inferences Reading Check Questions Strategy- 3-2-1 After- Write 2 reactions on both Canada and the United States. Individual Work Formative Summative | Objective- Canada’s Winter Sports Bell-Ringer- What about hockey today in the United States and other countries? Before- Quick Write During- Create a chart Reading Check Questions Summary/Main Ideas Word Wall Strategy - Save the Last Word For Me After- Write 2 additional facts on Canadian Hockey. Whole Group Formative Summative | Objective- Mexico and Its North American Neighbors Bell-Ringer- What language do people in the United States and Canada speak? Before- Read/Write/Discuss During- Create a Venn diagram including Canada and Mexico. Write 5 descriptive words Drawing Strategy- 3 Predictions After- Answer one specific question on Mexico and Canada Individual Work Formative Summative | Objective- Mexico City Bell-Ringer- When did the Spanish arrive in North America? Before- Write Notes During- Venn Diagram Graphic Organizer Read To Learn Sum-It-Up Inferences Strategy-Turn and Talk Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments:X Formative XSummative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan: NAME: Debra Mays GRADE/SUBJECT: 7th Grade/Civics WEEK OF: October 27th-October 31st 2025
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. | Standard 6- Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States. |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What does criminal cases involve? Learning Targets For Students: (1) Crimes (2) Government Charges and (3) Violations) I can (as a teacher) help the students gain knowledge on the more serious the crime, the harsher the punishment will be. | Essential Question- What purpose does penalties for crimes serve? Learning Targets For Students: (1) Felonies (2) Penal Codes and (3) Legal Proceedings I can(as a teacher) help the students gain knowledge on types of criminal cases. | Who are the critics? Learning Targets For Students: (1) Resolve Disputes (2) Lawsuits and (3) Arbitration I can (as a teacher) help the students gain knowledge on clarifying differences between the two sides and preparing for the trial. | Essential Question- What are the different types of felonies? Learning Targets For Students: (1) Criminal Trial (2) Lost earnings and (3) The Evidence I can (as a teacher) help the students gain knowledge on parties with no settlement will go to trial. | Essential Question- What happens in a criminal Case? Learning Targets For Students: (1) the Judge (2) The Verdict and (3)The Winning Plaintiff I can (as a teacher) help the students gain knowledge on a winning plaintiff that may have to wait years before seeing any of the money the court awarded, and may even end up with nothing. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- Criminal Cases Bell-Ringer- What are the penalties for misdemeanors? Before- Read-Write- Draw During- Questions Key Terms Read to Learn Questions Main Idea Open-ended questions Strategy- Predictions After- Create a chart. Whole Group Formative Summative | Objective- Penalties For Crimes Bell-Ringer- what is the purpose of criminal penalties? Before- Read During- Write Notes Complete Graphic Organizer Analyze Graph Key Terms Strategy- Save the Last Word For Me. Strategy- ABC Brainstorm After- Write two facts on serious law violations. Individual Work Formative Summative
| Objective- What about critics of the parole system? Bell-Ringer- What is arbitration? Before- Read/Discuss During- Compare Identify Draw Conclusions Sequence Information Analyze Visual Strategy- 3-2-1 After- Evaluate Chart Whole Group Formative Summative | Objective- The Trial in Criminal Cases. Bell-Ringer- What takes place if the defendant wins? Before- Quick Write During- Summary Chart Examples of civil cases Strategy- Save the Last Word For Me After- Sequential Graphic Organizer Individual Work Formative Summative | Objective- The Appeal Bell-Ringer- What is the arrest phase? Before- Quick Write During- Direct Expenditures Main Ideas Checking For Understanding Graphic Organizer Strategy- Turn and Talk After- Write 3 positive reactions on the Criminal Court System Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com | civ.glencoe.com |
Student Grouping:X Whole Group X Small Group X Individual Work Assessments:X Formative X Summative ACCOMMODATIONS: Retake Tests, Preferential Seating, X Shorter Assignments, X Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||
Lesson Plan:NAME: Debra Mays GRADE/SUBJECT: 7th Grade Contemporary Issues-Elective WEEK OF:October 27th-October 31st 2025
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Standards/Skills
Skill-Reading Comprehension
Skill- Reading Comprehension
Skill-Reading Comprehension
Skill-Reading Comprehension
Skill- Reading Comprehension
ESSENTIAL QUESTION
Learning Targets
“I can …”
Essential Question- What is a Natural Resource?
Learning Targets For Students: (1) Natural Resources (2) Graphite and (3) Plants and Animals
I can (as a teacher) help the students gain knowledge on materials found on Earth that people use.
Essential Question- How are natural resources used?
Learning Targets For Students: (1) Natural Resources (2) A country’s economy and (3) Products and Services
I can (as a teacher ) help the students gain knowledge on resources used to make products.
Essential Question- What are the Three North American Countries?
Learning Targets For Students: (1) Canada (2) New Mexico and (3) The United States
I can (as a teacher) help the students gain knowledge on North American Countries
Essential Question-What is one similarity between Canada and the United States?
Learning Targets For Students: (1) Canada (2) The United States and (3) The Rocky Mountains and the Great Plains
I can (as a teacher) help the students gain knowledge on similarities between Canada and the United States.
Essential Question- What is Canada’s Winter Sport?
Learning Targets For Students: (1) Hockey
(2) Canada and (3) California
I can (as a teacher) help the students gain knowledge on Canada’s popular sports.
Instructional Strategies/
Activities
(Before, During, & After)
Objective- What is a Natural Resource?
Bell-Ringer- What does water provide?
Before-Quick Write
During-Graphic Organizer
Word Wall
Chart
Strategy- ABC Brainstorm
After- Write 3 examples of natural resources.
Individual Work
Formative
Summative
.
Objective- Using Natural Resources
Bell-Ringer- What type of sweater do most people buy?
Before- Read/ Write/Discuss
During- Completions
Matching
Find the Words
Strategy- 3-2-1
After- Reading Check Question
Whole Group
Formative
Summative
Objective- Three North American Countries
Bell-Ringer- How can Canada be described?
Before- Quick Write
During- Discussions
Sum-It-Up
Inferences
Cause and Effect
Main Idea
Strategy- Save the Last Word For Me
After- Write 3 conclusive statements.
Individual Work
Formative
Summative
Objective- Comparing Canada and the United States
Bell-Ringer- What language do most people in Canada and the United States speak?
Before- Read/Write Facts
During- Read to Learn Questions
Completions
Sum-It-Up
Strategy- Predictions
After- Drawing
Whole Group
Formative
Summative
Objective- Canada’s Winter Sports
Bell-Ringer- What did professional hockey players on specific teams learn to do?
Before- Read and write facts.
During- Matching
Graphic Organizer
Complete the words
Strategy- Turn and Talk
After- Write 3 reactions.
Small Group
Formative
Summative
IXL Skills
Social Studies
Social Studies
Social Studies
Social Studies
Social Studies
Resources
(for Parent Transparency)
www.pearsonlearning.com
www.pearsonlearning.com
www.pearsonlearning.com
www.pearsonlearning.com
www.pearsonlearning.com
Student Grouping:X Whole Group XSmall Group X Individual Work
Assessments:X Formative X Summative
ACCOMMODATIONS: Retake Tests, X Preferential Seating, X Shorter Assignments, Additional Time, EL Strategies, Language Modifications,
Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | |
Standards/Skills | Skill-Reading Comprehension | Skill- Reading Comprehension | Skill-Reading Comprehension | Skill-Reading Comprehension | Skill- Reading Comprehension |
ESSENTIAL QUESTION Learning Targets “I can …” | Essential Question- What is a Natural Resource? Learning Targets For Students: (1) Natural Resources (2) Graphite and (3) Plants and Animals I can (as a teacher) help the students gain knowledge on materials found on Earth that people use. | Essential Question- How are natural resources used? Learning Targets For Students: (1) Natural Resources (2) A country’s economy and (3) Products and Services I can (as a teacher ) help the students gain knowledge on resources used to make products. | Essential Question- What are the Three North American Countries? Learning Targets For Students: (1) Canada (2) New Mexico and (3) The United States I can (as a teacher) help the students gain knowledge on North American Countries | Essential Question-What is one similarity between Canada and the United States? Learning Targets For Students: (1) Canada (2) The United States and (3) The Rocky Mountains and the Great Plains I can (as a teacher) help the students gain knowledge on similarities between Canada and the United States. | Essential Question- What is Canada’s Winter Sport? Learning Targets For Students: (1) Hockey (2) Canada and (3) California I can (as a teacher) help the students gain knowledge on Canada’s popular sports. |
Instructional Strategies/ Activities (Before, During, & After) | Objective- What is a Natural Resource? Bell-Ringer- What does water provide? Before-Quick Write During-Graphic Organizer Word Wall Chart Strategy- ABC Brainstorm After- Write 3 examples of natural resources. Individual Work Formative Summative . | Objective- Using Natural Resources Bell-Ringer- What type of sweater do most people buy? Before- Read/ Write/Discuss During- Completions Matching Find the Words Strategy- 3-2-1 After- Reading Check Question Whole Group Formative Summative | Objective- Three North American Countries Bell-Ringer- How can Canada be described? Before- Quick Write During- Discussions Sum-It-Up Inferences Cause and Effect Main Idea Strategy- Save the Last Word For Me After- Write 3 conclusive statements. Individual Work Formative Summative | Objective- Comparing Canada and the United States Bell-Ringer- What language do most people in Canada and the United States speak? Before- Read/Write Facts During- Read to Learn Questions Completions Sum-It-Up Strategy- Predictions After- Drawing Whole Group Formative Summative | Objective- Canada’s Winter Sports Bell-Ringer- What did professional hockey players on specific teams learn to do? Before- Read and write facts. During- Matching Graphic Organizer Complete the words Strategy- Turn and Talk After- Write 3 reactions. Small Group Formative Summative |
IXL Skills | Social Studies | Social Studies | Social Studies | Social Studies | Social Studies |
Resources (for Parent Transparency) | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com | www.pearsonlearning.com |
Student Grouping:X Whole Group XSmall Group X Individual Work Assessments:X Formative X Summative ACCOMMODATIONS: Retake Tests, X Preferential Seating, X Shorter Assignments, Additional Time, EL Strategies, Language Modifications, Compacting the Subject (gifted), Less Repetition (gifted), Alternative Assessment, Other: X | |||||