Transcript The Ins and Outs of Accommodations and modifications.

Accommodations
and Modifications
Kari Calcote M.Ed
Region 15 ESC
[email protected]
Today I will discuss…
O Differences
O What the law says?
O How do you know what to do, looking at
IEPs?
O What to do if, the student is not Sped, or
does not need the acc/mod?
O How can I make this fit into my lessons?
O What’s my role as a paraprofessional?
Accommodations vs.
Modifications
Accommodations level the
playing field while
Modifications change the field
you’re playing on.
Acc/Mod Visual
Accommodations
O Accommodations are intended to reduce or
even eliminate the effects of a student’s
disability; they do not change learning
expectations. The student is still required to
MASTER all content to the same level of his
grade peers.
Accommodations
O Presentation: allow students to access information in ways that
do not require them to visually read standard print. These
alternate modes of access are auditory, multi-sensory, tactile,
and manual. For example, a student with a visual impairment
may require or may use Braille.
O Setting: change the location in which an assignment or a test
is given or the conditions of the assessment setting. For
example, a student may need to work separately from the
group.
O Timing and Scheduling: increase the typical length of time to
complete an assignment or assessment and perhaps change
the way the time allotted is organized. For example, student
may take as long as reasonably need to complete an
assessment, including taking portions over several days.
Accommodations
O Quantity – Adapt the number of items that the
learner is expected to learn or number of activities
student will complete prior to assessment for
mastery. For example: Reduce the number of social
studies terms a learner must learn at any one time.
Add more practice activities or worksheets.
O Level of Support – Increase the amount of personal
assistance to keep the student on task or to reinforce
or prompt use of specific skills. Enhance adultstudent relationship; use physical space and
environmental structure. For example: Assign peer
buddies, teaching assistants, peer tutors, or crossage tutors. Specify how to interact with the student or
how to structure the environment.
Accommodations
O Output – Adapt how the student can respond to
instruction. For example: Instead of answering
questions in writing, allow a verbal response, use a
communication book for some students, allow
students to show knowledge with hands on materials
O Participation – Adapt the extent to which a learner is
actively involved in the task. For example: In
geography, have a student hold the globe, while
others point out locations. Ask the student to lead a
group. Have the student turn the pages while sitting
on your lap (kindergarten).
More examples
Reduced/shortened
assignments when needed
Highlighted textbooks/study
noted Books on tape
Instructions
repeated/rephrased
Provide questions before
student read selection
Give students other options
for written work
Provide a graphic organizer or
flow chart
Provide a study guide, outline, Divide assignments or tests
or summary of material
into “chunks”
reading support
calculator
Modifications
O Modifications change the target skill (TEKS)
or the construct of interest. They often
reduce learning expectations or affect the
content in such a way that what is being
taught or tested is fundamentally changed.
O This decision in made through an ARD
committee meeting and requires an IEP!
Modifications
O Presentation of curriculum is modified: lower
level material
O Materials are adapted, texts are simplified
by modifying the content areas—simplifying
vocabulary, concepts and principals.
O Assignments are changed using lower level
reading levels, worksheets and simplified
vocabulary.
O Testing Adaptations are used, such as
lowering the reading level of the test.
Modifications
O Shortened assignments: students are not
expected to master all content.
O Oral Admin: when reading skills is what is
being assessed.
O Shortened or different writing tasks IN
WRITING CLASS.
O ALL modifications should be made by the
classroom TEACHER.
More examples
Out of grade reading level
Accept simplified sentence
and paragraph construction
Provide worksheets at
appropriate grade level
Special projects in lieu of
assignments
Accept content drawing in
place of written response
Provide manipulative in place
or worksheet activities
Work on content based on IEP
goals and objectives
Uses prerequisite skills to
access content
What does the law say?
O IDEA 2004- Individuals with Disabilities Act.
O NCLB- No Child Left Behind.
The inclusion of all students in statewide
assessment and accountability systems is not
merely a legal obligation; it is a mechanism for
ensuring that all students, including those with
disabilities, are included in the general education
curriculum. Federal and state laws stress the
importance of documenting accommodations
and/or modifications for instruction and
assessment in the student’s IEP as noted below:
LAW
O … a statement of the special education and related
services and supplementary aids and services, based
on peer-reviewed research to the extent practicable,
to be provided to the child, or on behalf of the child,
and a statement of the program modifications or
supports for school personnel that will be provided
for the child [Title 20 U.S.C. 1414 Section
614(d)(1)(A)(IV)
O A statement of individual appropriate
accommodations that are necessary to measure the
academic achievement and functional performance
of the pupil on state and district wide assessments
[in Title 20 noted above and 30 EC 56345]
How do I know what the
students need?
O Modifications MUST be documented in IEP/ARD
documents-get this from you campus assessment
person (Diagnostician/LSSP) or Special Ed teacher.
O If the student is in Special Ed-accommodations
should also be in the IEP/ARD paperwork.
O IEP goals
O Schedule page from most recent ARD
O PLAAFP
O FIE
What if the student is NOT
Special Ed?
O 504 paperwork
O RTI plan
O Keep data in your class, what are you using
to help this student be successful. This may
lead into the discussion of RTI, 504 or even
Special Ed placement.
SAMPLE DATA
O Name/general background info
O Accommodations
O Frequency
O Results with and without
TOOLS
O Intervention Central
O Chart Dog
O PAR-Protocol for Accommodations in
Reading (training at ESC Oct. 15)
*REMEMBER*
O We do what’s best for ALL students. We
should strive to both push students and help
students be successful. The fact that they
may not be allowed an accommodation on
the state assessment should NOT be the
driving factor in whether or not you sample it
in class.
What if the Special Ed student
does not need the acc/mods?
O Do NOT simply STOP using the acc/mod!!
O Start with contact to both Special Ed personnel
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(teacher or assessment person) and the parent
and document this contact.
Start with practice assignments and keep data.
Move to graded assignments with the
opportunity to correct with the accommodation.
Discuss progress with ARD committee.
The decision to remove the acc/mod is an ARD
COMMITTEE decision.
How do I make this work?
O This will look different in every classroom!
O Aide?
O Co-Teaching?
O Content Mastery?
O Students Need?
Bottom Line: Know your student and what they
need!!
Paraprofessionals
O Can and should be part of the ARD process
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O
O
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when applicable
Can make suggestion to what MIGHT help a
student
Can keep data in class
Can be the one doing accommodations (ex:
oral administration)
Need to know students acc/mod (FERPA)
Paraprofessionals
O Should NEVER be responsible for modifying
content. (papers, tests, ect..)
O If the acc/mod involves changing the
assignment in ANY way, that change needs
to be made by the classroom teacher.
O Should NEVER be responsible for the first
time exposure to a concept
Contact Info.
O Kari Calcote
O [email protected]
O 325-481-4053