Tammy Burks and Catherine Prescher

Accommodations: What are they?* Provisions made in how a student receives information or demonstrates learning Allows a student equal access to learning Helps to “level the playing field” so that students can participate meaningfully in the general education curriculum/assessments Are not intended to provide a student with an advantage over other students Based on strengths/needs of students Changes in format, response, setting, timing, scheduling that do not alter in a specific way what the test measures or the comparability of scores May vary in intensity or degree. *From ESC 20

What is a modification? A modification is a change in the student’s learning expectations. Modifications can include a change in grading practices, as well as a change in TEKS and content instruction. Modifications are generally reserved for students with a significant cognitive disability. Ex: a third grade student with mental retardation may be expected to learn single-digit addition as a pre- requisite for multiple-digit addition.

What does “fair” really mean?

Documentation: do I have to? Teachers should document when the required IEP accommodations/modifications have been provided. This can be as simple as writing a note on the student’s work and initialing, or making a note in the electronic grade book. Documentation is a must (especially if you don’t like angry parents or court!) Documentation also helps us to know which accommodations/modifications are successful for that child.

When? Every single time! In the subject for which it is required On the type of assignment(s)/problem(s) required ex: A student’s IEP requires that mathematics word problems be read aloud – this must be done every time the student encounters a mathematics word problem (not just on a test), even if it’s in the science class!

Who? General Ed. Teachers are the primary providers of the required IEP accommodations. Your neighborhood special ed. teacher will be glad to assist you, but she/he should NOT be the only one providing the accommodations. Para-professionals who work with students can also provide accommodations. Open communication between all staff working with special ed. students is a must – it helps everyone to ensure that the student is receiving the appropriate accommodations/modifications and that the child is experiencing success.

What could happen if I DON’T accommodate or modify? You will receive reminders from your friendly special education teacher Campus and district administrators may be notified Parents/guardians have the right to file a formal complaint or grievance with your campus, your district, or even TEA You could be subject to a court hearing or even a LAWSUIT

Do I have to do exactly what is in the IEP? YES! You must ALWAYS provide the accommodations and/or modifications which are included in the student’s IEP for each subject. ….and no, sort of: You are not limited to using only those accommodations/modifications in the IEP; you can always provide additional accommodations or modifications that go above and beyond those in the IEP.

What About State Tests? Any accommodations/modifications for the state or district assessments must be used regularly in the classroom throughout the school year. Accommodations/modifications for state and district assessments must match those that are documented in the ARD paperwork and have frequently, documented use in the classroom.

Four types of accommodations* Presentation – allows students to gain information or materials in different formats other than regular print Response – allows students to complete activities, assignments, assessments by means other than paper/pencil responses Setting – changes the location in which a test or assignment is given or the conditions of the setting Timing and Scheduling – increases the normal length of time to complete an assignment or assessment, or changes the way the time is structured. *From ESC 20