1. Presented by Jennifer Yuen and Joe Fisher
Accommodations and Modifications: Making curriculum accessible to all students
Presented by Jennifer Yuen and Joe Fisher

2. Anticipation Guide
1. What is the difference between an accommodation and a modification?
2. Describe 3 accommodations and 3 modifications that you can make to your lesson plans.
2. On a scale of 1 to 10, what is your comfort level in implementing the accommodations and modifications as listed in your students’ IEPs?

3. Objectives:
To outline the roles and responsibilities of the special education teacher, general education teacher, and paraprofessionals as they pertain to providing curriculum to special education students in the general education classroom as dictated by Chicago Public Schools
To provide teachers with information, examples of and resources as they relate to the implementation of accommodations and modifications as mandated in Individualized Education Plans
To identify effective collaboration between the general education and special education teachers in the best interests of each student

4. IDEA 2004 and Individualized Education Plans
Section (d) of IDEA 2004
Accessibility of child's IEP to teachers and others. Each public agency must ensure that--
(1) The child's IEP is accessible to each regular education teacher, special education
teacher, related services provider, and any other service provider who is responsible
for its implementation; and
(2) Each teacher and provider described in paragraph (d)(1) of this section is
informed of--
(i) His or her specific responsibilities related to implementing the child's IEP;
and
(ii) The specific accommodations, modifications, and supports that must be
provided for the child in accordance with the IEP.

5. Framework for Teaching Guidelines

6. Role and Responsibilities of the Special Education Resource Teacher*
Implementing the IEP - providing direct instruction and consultative services in the appropriate setting for the prescribed minutes as outlined in the IEP
Collecting evidence of progress toward benchmarks and goals
Assessing, reviewing and documenting on IEP Progress Report the student’s progress each quarter
Communicating with other service providers, including general education teachers, on a regular basis
Documenting service delivery
Establishing and maintaining effective and positive communication with parents
Informing case manager if the need for an IEP revision is needed
Maintaining and protecting student’s right to confidentiality
*Partial list. See for full list of role and responsibilities

7. Role and Responsibilities of the General Education Teacher*
Implementing the IEP - providing accommodations and modifications in accordance with the IEP
Sharing information regarding the effect of accommodations provided for the student in the general education classroom during the previous school year
Making recommendations for continuation of those accommodations
Collaborating with the special education teacher, related service providers, and other teachers about meeting the student’s needs and implementing the IEP
Establishing and maintaining effective and positive communication with the parents
Assessing the student’s progress on a regular basis (at least quarterly)
Informing the case manager if the need for an IEP revision is needed
Maintaining and protecting student’s right to confidentiality
*Partial list. See for full list of role and responsibilities

8. Role and Responsibilities of the Paraprofessional *
Keeping anecdotal records as instructed by the teacher
Under the direction of the teacher implementing modifications and accommodations and other educational or behavioral strategies used in the classroom
Providing feedback to the teacher about modifications/accommodations and other educational or behavioral strategies used in the classroom
Assisting the teacher in gathering documentation such as assessment data, work samples, observations and reports from general education teachers
Supporting the student with disabilities in the general education curriculum with activities as assigned by the teacher
Supporting the student in the use of technology in the classroom
Collaborating and communicating with appropriate school personnel about the needs of students with disabilities
Employing techniques, interventions, modifications and accommodations to meet the individual needs of students with disabilities under the direction of certified school personnel
Working with a variety of students who may have diverse learning needs
Providing support and offer comments to the teacher regarding the student’s response to strategies that have been used in instruction or behavior management
Maintaining and protecting student’s right to confidentiality
*Partial list. See
for full list of role and responsibilities

9. Accommodation
Purpose: To level the academic playing field by reducing or eliminating the impact of a student’s disability through changes in how the general curriculum is taught
Definition: An instructional or assessment adaptation that allows a student to demonstrate what he or she knows without fundamentally changing the target skill that’s being taught in the classroom or measured in testing situations.
Accommodations
Do not reduce learning or performance expectations that we might hold for students.
Do change the manner or setting in which information is presented or the manner in which students respond.

10. Examples of Accommodations
Presentation of Curriculum and Materials:
Scheduling and Time Allowed for Assignments:
Review of and/or highlighted directions
Review sessions
Personalized and/or concrete examples
Large print textbooks
Books on tape
Textbooks for at-home use
Graphic organizers
Use of mnemonics
Hands-on activities
Provision of notes or outlines
Use of manipulatives
Support auditory presentations with visual aids
Study sheets and teacher outlines
Extra visual and verbal cues and prompts
Varied reinforcement procedures
Immediate feedback/Work-in-progress check
Additional or adjusted time for assignments
Rest breaks
Follow a routine or schedule
Teach time management skills
Alternate quiet and active time

11. Examples of Accommodations (cont.):
Classroom Setting:
Student Response Alternatives:
Preferential seating
Alteration of the classroom arrangement
Use of computers and calculators
Reduction of distractions
Use of a study carrel
Assistance in maintaining uncluttered space
Quiet corner or room to calm down and relax when anxious
Verbal and visual cues regarding directions and staying on task
Agenda book and checklists
Space for movement or breaks
Visual daily schedule
A locker with adapted lock
Answers to be dictated
Have student restate information
No penalty for spelling errors or sloppy handwriting
Adaptive writing utensils
Peer or scribe note-taking
Graph paper to assist in organizing or lining up math problems

12. Accommodations for Subject-Area Assessments
Answers to be dictated
Read test and directions to student
Frequent rest breaks
Provide study guides prior to tests
Additional time
Highlight key directions
Oral testing
Test in alternative site
Untimed tests
Use of calculator or word processor
Choice of test format (multiple-choice, essay, true-false)
Extra credit option
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Accept short answers
Preview test procedures
Open-book or open-note tests
Simplified test wording; rephrased test questions and/or directions

13. Modification
Purpose: To enable students to compensate for more significant intellectual, physical and behavioral challenges while providing as much curriculum access as possible.
Definition: An instructional or test adaptation that reduces performance expectations of the student

14. Modifications to the Curriculum and Subject- Area Assessments
Allow outlining, instead of writing for an essay or major projectProjects instead of written reports
Use of alternative books or materials on the topic being studied
Highlighting important words or phrases in
reading assignments
Computerized spell-check support
Modified workload or length of assignments/tests
Word bank of choices for answers to test questions
Modified time demands
Provision of calculator and/or number line for math tests Pass/no pass option
Film or video supplements in place of reading text
Modified grades based on IEP
Reworded questions in simpler language

15. General Behavior Modification
Breaks between tasks
Use peer supports and mentoring
Cue expected behavior
Model expected behavior by adults
Daily feedback to student
Have parent sign homework
Have contingency plans
Have parent sign behavior chart
Use de-escalating strategies
Set and post class rules
Use positive reinforcement
Chart progress and maintain data
Use proximity/touch control

16. Implications of Not Providing Accommodations and Modifications
IEPs drive a diverse learner’s educations, and thus, if students are denied services mandated in their IEP, the following will occur:
Reduced engagement
Reduced content learning
Failure grades not an option
Increased behavior issues
Impact upon teacher evaluation
Impact upon school standing
Due process

17. Access to Individualized Education Plans and Resources
There are a three ways in which you can access the accommodations and modifications for each student:
Diverse Learning Team
Joe Fisher
David Lee
Liz Pike
Jen Yuen
Homeroom teacher
SSM
All teachers have access to the Student Services Management link on IMPACT-
Resources on the Wikispace
Websites
Documents
This presentation

18. Resources Individuals with Disabilities Education Act-
Office of Diverse Learner Supports & Services- (click on the “Support and Services” tab)
National Center for Learning Disabilities
Illinois State Board of Education-
Smart kids with Learning Disabilities-
Office of Special Education Programs-
Individuals with Disabilities Education Act-

19. Final Thoughts…
We realize that you have a lot on your plate and that, for some of you, this is overwhelming, but our students (all of them) count on us to make curriculum accessible to them. And for some children, particularly in the middle school, teachers can make or break confidence and engagement in school. If we give them the tools to be successful now, they will have a foundation for greater success in high school and beyond.

20. So Where Do We Go From Here?
What concerns or questions do you have for us regarding accommodations and modifications?
A/M, Part II at 3:00 on November 21
Bring to PD- Student assignment or something that you do routinely in class that shows accommodations and/or modifications
Exit slip

21. Acknowledgements
We would like to thank the following people for their assistance and contributions to this professional development presentation:
Macqueline King
Lisa Allen
Kristen Pancerman
Kate Sloan
David Lee
Elizabeth Pike
Brad Balof
Joanna Gomez