Off-Grade Level Students in On-Grade Level Classes

1. Off-Grade Level Students in On-Grade Level Classes Or, Making Curricular Modifications Dr. Wendy Dover Balough Director of Exceptional Student Education Rock Hill Schools

2. As We Start… • I want to point out… • Introduction – p. ix-x • The Terms • Accommodation • Modification • Intent of the book • Overview of the book

3. I Have Standards to Cover and Yet I Have…! Kids not reading on grade level Kids who need lots of repetition Kids with comprehension problems that make content instruction difficult Kids with IEPs calling for curricular modifications Interventions to monitor for RTI IEP accommodations to implement Off-grade level kids needing on-grade level content and they can’t do all the work Kids who require curricular modifications!

4. Why Modify? (pp. 6-8) • You and a partner need to write an answer the question “Why do we modify for some students?” • Keep it to 1-2 sentences • You can • Use the reasons on pages 7-8, or • Use your own words • Be prepared to share

5. Some Kids Just Need Something Different • Different • Instructional Method • Materials • Pacing • Outcomes • Focus • Expectations, or even… • Activity

6. At Least for SpEd, It’s All About ACCESS! • To the maximum extent appropriate; bring support/services to the student; benefit from being in the class • IDEA-2004 specifies ACCESS TO THE GENERAL CURRICULUM! • Right of entry • Admission • Right to use • Introduction • Contact • Way in • Entrance • Entry • Approach • Gateway • Opening

7. It Means We Must… • Have a method for examining student needs • Understand the differences between accommodations and modifications • Make some curricular decisions for students who needs more focused instruction • Search for new and creative means of providing appropriate content and instruction in the general classroom

8. Some Kids Have Problems with the Instruction… May call for skills or strategies that the student does not possess May present activities that do not lead to mastery Not enough repetition May not give students cues about how to think about or study the information May not provide flexible options to allow students to demonstrate competence

9. But Some Have Problems with the Content… May be very abstract, complex, or inadequately organized May use vocabulary that is unfamiliar May present too much information May not be relevant May call for knowledge or background information that the student does not possess

10. Curricular Modifications Are…. • Broader than Support • More than accommodations in the classroom • Can be addressed through differentiation • PROCESS decisions • Changes to content expectations • Changes to student participation

11. Making ModificationsThe “Tricks” and When to Use Them! The whole concept of making curricular modifications is huge, and can get confusing! Pages 25-31

12. In the General Classroom, Students Can: …do what everyone else is doing …do what everyone else is doing WITH SUPPORT …do what everyone else is doing WITH CHANGES/MODIFICATION …do something SORT OF LIKE what everyone else is doing (parallel) …do SOME of what everyone else is doing (partial participation)  …do SOMETHING DIFFERENT (alternative)

13. Least Resource Intensive …do what everyone else is doing …do what everyone else is doing WITH SUPPORT …do what everyone else is doing WITH CHANGES/MODIFICATION …do something SORT OF LIKE what everyone else is doing (parallel) …do SOME of what everyone else is doing (partial participation)  …do SOMETHING DIFFERENT (alternative) MOST Resource Intensive

14. GREATEST Number of Students …do what everyone else is doing …do what everyone else is doing WITH SUPPORT …do what everyone else is doing WITH CHANGES/MODIFICATION …do something SORT OF LIKE what everyone else is doing (parallel) …do SOME of what everyone else is doing (partial participation)  …do SOMETHING DIFFERENT (alternative) SMALLEST Number of Students

15. Where’s the Line? Accommodations Modifications …do what everyone else is doing …do what everyone else is doing WITH SUPPORT …do what everyone else is doing WITH CHANGES/MODIFICATION …do something SORT OF LIKE what everyone else is doing (parallel) …do SOME of what everyone else is doing (partial participation)  …do SOMETHING DIFFERENT (alternative)

16. There’s A Difference! Page 28 – Crossword puzzle Page 29 – Science Worksheets Page 31 – Comparison Activity – You and a partner read the paired accommodation/modification comparisons on page 31. Choose one to share with the whole group.

17. Doing What Everyone Else is Doing • Accommodations: • No changes • Support or reinforcement • Some changes or accommodations

18. Section 4 - AccommodationsBecause We Love Them • Accommodation Tips 101 (p. 36-38) • 5 minute staff development activity (handout) • Accommodations for Common Challenges (p. 39 – 41) • Areas of Disability (p. 42 – 46) • Specific Tips and Skills (p. 47-91) • Behavior Management Tips (p. 92-97)

19. Activity • Specific Tips and Skills, plus • Including Students in Cooperative Learning Groups • How to Use Graphic Organizers • Develop and Use Visual Schedules • Pair/Share • What it is • 3 key points • How target students could benefit

20. Something Like, Part of, or Something Different Once the appropriate level of accommodation moves beyond “what everyone else is doing”, modifications get “trickier”

21. Some Realizations are… Not all students will or should… Learn all of the content Do all of the assignments or instructional activities Be graded the same way All student should… Be exposed to basic concepts Have meaningful instruction Progress in the general curriculum, to the extent possible and appropriate (access)

22. TEST: Label the parts of the egg.

23. TEST: Label the parts of the egg. Germinal Disc Albumen Air Cell Outer Membrane Yolk Chalaza Vitelline Membrane Inner Membrane Shell

24. The Only Way to Make Appropriate Curricular Modifications …is to plan and define exactly what part of the curriculum or what content should be achieved by the student or students • for a subject area or class, • unit of study, • an individual lesson, or • an individual instructional activity. • Don’t wait and just modify the test or grading scale!

25. How to PLAN forCurricular Modifications Start with the big picture. Standards, course and unit orientation. Target the most basic information, skills or concepts. Choices have to be made. Prioritize.List the information, skills or concepts to be learned in order of importance, then start at the top of the list. You not get mastery on the whole list. Task Analyze. Choose or define steps and structure the instruction to move the student through those steps Structure team planning. Share information, define learning, problem solve, and use a format (form 8 as an example).

26. How to MAKECurricular Modifications Increase the Odds. Reinforce information increase memory and recognition factor by teaching key vocabulary and concepts as sight words and connect to visual, auditory and kinesthetic memory. Back up to go forward. Always connect new learning to something the student already knows or understands, then move forward. Key to concrete or tangible examples, application and practice. Conceptual or abstract learning or examples will be difficult. Repetition is necessary. (again and again)

27. How to MAKECurricular Modifications Choose information that relates to real life or a necessary skill thatthe student will need to know or use. Infuse basic skills whenever possible. Connect to standards. Move to a more general standard or to a lower grade level equivalent or to an IEP goal. Avoid creating mountains in the Dead Sea.The intent is to raise the water level! Facilitate partial participationParts of what everyone else is doing may be very appropriate

28. The Real Trick is Deciding that… Curricular modifications are appropriate (and the right thing to do). Direct instruction on target concepts is better than “scattered” learning on everything Students receiving curricular modifications don’t have to go somewhere else or be labeled with a disability! We can find compromises to the grading issue We can structure and provide the necessary supports for effective curricular modifications

29. Curricular Modifications Should be Written into the IEP Direct content vocabulary instruction Reduced objectives or outcomes Prioritized standards/objectives Differentiated instruction (structured choices) Parallel instruction, materials, topic/subject Shortened assignments Partial participation Alternative instructional activities, assignments, projects, or materials Modified/Alternative grading Replacement activities

30. Oh Yeah! Share Information(p. 12 – 18) • Take what you know about the student • Accommodations/Modifications Share Sheet • Individual Program Share Sheet • Student Instructional Profile • Take what you know about the instructional setting • General Classroom Instructional Inventory …then DO SOMETHING! TOGETHER! Planning Ahead Form

31. A Whole Bunch of Planning Formats • Curricular Modification Planner (Form 8) • Class Collaborative Planner – simple • Class Collaborative Planner – expanded • Class Collaborative Planner – elem example • Class Collaborative Planner – secd example • Individual Student Mod Planner • Individual Student Mod Planner – elem example

32. Some Practical Tips Start with the end in mind Use simplified visuals, structure, and hold the student accountable for the content Develop anything that will structure and guide learning Categorize content as MUST KNOW, NICE TO KNOW, and TRIVIAL Provide choices and alternative methods of instruction – Differentiate! Use research-based strategies

33. Reading Strategies 28 reading strategies were reviewed and the top five were: Direct teaching of vocabulary Teaching pre-, during-, post-reading strategies Fluency building, high frequency words Chunking and questioning aloud Relating to student experiences

34. Math Strategies 20 math strategies were reviewed and the top five were: Tactile, concrete experiences of math Daily re-looping of previously learned materials Problem solving instruction and task analysis strategies Teacher think-aloud Student think-aloud

35. Science and Social Study Strategies 23 content area strategies were reviewed and the top five were: Hands-on, active participation Using visuals Using pictures to demonstrate steps Using pre-reading strategies in content areas Modeling/teacher demonstration

36. Stuff You Have and Things You Can Make (Remember Section 4?) • Study Guides • 6th grade original study guide • 6th grade new study guide • Make sure completed info is correct • Kids need to get them early on • Should cover only key info • Graphic organizers – • Weather notes • Layers of the atmosphere • Story Star • www.enchantedlearning.com

37. Stuff You Have and Things You Can Make (Remember Section 4?) • Mnemonics • World War II Allies • Parts of the Cell • Vocabulary Instruction • Sentence Strips • DifferentiatedInstruction • Project Menu – 8th grade ELA • www.curriculumproject.com (Loop Game) • All those choices!

39. Tips for Making This Happen Be aware of the target students and consider individual IEP needs in planning Brush up on basic communication and “people” skills Incorporate strategies and techniques that have a sound research base. Do more than whole group instruction Not everything works Make major changes only at natural breaks, like the end of a semester

40. So, About Curricular Mods! What questions do you have? How do you make this happen in your school? (“selling” it to others) Which kids are we talking about? How connected to the general curriculum is this population? What steps do you need to take to keep these kids in the general classroom for content instruction?