Accommodations and Modifications

1. Accommodations and Modifications Kari Calcote M.Ed Region 15 ESC kari.calcote@netxv.net

2. Today I will discuss… • Differences • What the law says? • How do you know what to do, looking at IEPs? • What to do if, the student is not Sped, or does not need the acc/mod? • How can I make this fit into my lessons? • What’s my role as a paraprofessional?

3. Accommodations vs. Modifications Accommodations level the playing field while Modifications change the field you’re playing on. Acc/Mod Visual

4. Accommodations • 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 contentto the same level of his grade peers.

5. Accommodations • 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. • 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. • 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.

6. Accommodations • 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. • 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 adult-student relationship; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors. Specify how to interact with the student or how to structure the environment.

7. Accommodations • 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 • 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).

8. More examples

9. Modifications • 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. • This decision in made through an ARD committee meeting and requires an IEP!

10. Modifications • Presentation of curriculum is modified: lower level material • Materials are adapted, texts are simplified by modifying the content areas—simplifying vocabulary, concepts and principals. • Assignments are changed using lower level reading levels, worksheets and simplified vocabulary. • Testing Adaptations are used, such as lowering the reading level of the test.

11. Modifications • Shortened assignments: students are not expected to master all content. • Oral Admin: when reading skills is what is being assessed. • Shortened or different writing tasks IN WRITING CLASS. • ALL modifications should be made by the classroom TEACHER.

12. More examples

13. What does the law say? • IDEA 2004- Individuals with Disabilities Act. • 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:

14. LAW • … 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) • 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]

15. How do I know what the students need? • Modifications MUST be documented in IEP/ARD documents-get this from you campus assessment person (Diagnostician/LSSP) or Special Ed teacher. • If the student is in Special Ed-accommodations should also be in the IEP/ARD paperwork. • IEP goals • Schedule page from most recent ARD • PLAAFP • FIE

16. What if the student is NOT Special Ed? • 504 paperwork • RTI plan • 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.

17. SAMPLE DATA • Name/general background info • Accommodations • Frequency • Results with and without

18. TOOLS • Intervention Central • Chart Dog • PAR-Protocol for Accommodations in Reading (training at ESC Oct. 15)

19. *REMEMBER* • 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.

20. What if the Special Ed student does not need the acc/mods? • Do NOT simply STOP using the acc/mod!! • Start with contact to both Special Ed personnel (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.

21. How do I make this work? • This will look different in every classroom! • Aide? • Co-Teaching? • Content Mastery? • Students Need? Bottom Line: Know your student and what they need!!

22. Paraprofessionals • Can and should be part of the ARD process 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)

23. Paraprofessionals • Should NEVER be responsible for modifying content. (papers, tests, ect..) • If the acc/mod involves changing the assignment in ANY way, that change needs to be made by the classroom teacher. • Should NEVER be responsible for the first time exposure to a concept

24. Contact Info. • Kari Calcote • kari.calcote@netxv.net • 325-481-4053