1. Accommodations and Modification in Grades 3-12

2. Do NOT fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria. Accommodations or Modifications? Accommodations Modifications Provide equal ACCESS to learning and equal OPPORTUNITY to demonstrate what is learned Grading and credit is the SAME as typical students DO fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria. Provide student meaningful and productive learning experiences based on individual needs and abilities. Grading and credit are DIFFERENT

3. PRIMARY CONSIDERATIONS 1. Teachers qualified to teach content areas and who know how to differentiate instruction for diverse learners 2. IEPs that provide specialized instruction (e.g., reading strategies, study skills) 3. Accommodations and modifications which increase access to instruction and assessment

4. Accommodations OR Modifications? Accommodations do not reduce learning expectations. They provide access. Modifications or alterations refer to practices that change, lower, or reduce learning expectations.

5. Examples of Modifications Requiring a student to learn less material than is required to meet grade level standards Reducing assignments so a student only needs to complete the easiest problems or items Revising assessments to make them easier or change the content being assessed Giving a student hints or clues to correct responses on assignments and tests

6. EQUAL ACCESS TO GRADE LEVEL CONTENT THROUGH ACCOMMODATIONS Remember that equal access to grade level content is the goal Every IEP team member must be familiar with state and district content standards and where to locate standards and updates Collaboration between general and special educators is key

7. ROLES IN COLLABORATION Who are the stakeholders? How often do they meet? Who is responsible for generating materials? Who implements each accommodation? Who is responsible for collecting data on the use of the accommodation? What are the agreed upon standards for grading the student?

8. ACCOMMODATIONS Definition: Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable instructional and assessment access for students with disabilities. Accommodations reduce or eliminate the effects of a student’s disability and do not reduce learning expectations.

9. ACCOMMODATIONS CATEGORIES Presentation Accommodations – 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 visual. – Example – book on tape for a literature assignment.

10. ACCOMMODATIONS CATEGORIES Response Accommodations – Allow students to complete assignments, tests, and activities in different ways or to solve or organize problems using some type of assistive device or organizer. – Example – use of calculator, fill in the blank instead of essay.

11. ACCOMMODATIONS CATEGORIES Setting Accommodations – Change the location in which a test or assignment is given or the conditions of the assessment setting. – Example – let the student take the test in tutorial or a learning strategies class.

12. ACCOMMODATIONS CATEGORIES Timing/Scheduling Accommodations – Increase the allowable length of time to complete a test or assignment and may also change the way the time is organized. – Example – the student works for a specified period of time and then takes a short break. – Example – student is given a specified extended amount of time to complete an assignment or test.

13. QUESTIONS TO CONSIDER FOR USE OF ACCOMMODATIONS What are the student’s learning strengths and needs? How does the student’s learning needs affect the achievement of grade level content standards?

14. QUESTIONS TO CONSIDER What specialized instruction (e.g., learning strategies, organizational skills, reading skills) does the student need to achieve grade level content standards? What accommodations will increase the student’s access to instruction and assessment by reducing the effects of the disability?

15. Who is responsible for… accommodations and modifications during instruction? coordinating assessment accommodations and modifications the implementation of accommodations prior to, on, and after day of assessment

16. QUESTIONS TO GUIDE EVALUATION What is the student’s perception of how well the accommodation “worked?” What seem to be effective “combinations” of accommodations? What are the difficulties encountered in the use of accommodations for a student? What are the perceptions of teachers and others about how the accommodation appears to be “working?”

17. Accommodations & Modifications: The Effect on Grading Accommodations allow students access to content AT GRADE LEVEL and students are still graded on grade level standards Modifications substantially alter or lower grade level standards, and students are graded alternatively according to their IEP

18. Accommodations/Modifications Continuum No support required Environmental or Instructional Change Individualized Reinforcers Enhancing Participation & Guidance Input Output Time Quantity Difficulty Alternate Goals Functional Curriculum Least Restrictive to Most Restrictive

19. Credit Accommodations = Graduation (diploma) credit Modifications = Elective (non-graduation) credit

20. Content Area Example: Math The “Modified Algebra” Exception Examples – Accommodation: student uses a calculator to compute volume of a prism; needs a copy of teacher/student notes during instruction – Modification: Simplified problems (one step problems, when the expectation is two or more) – Modifications must be based on the specific needs of the student!

21. Content Area Example: English Accommodation: – Student uses word processing device for essay instead of hand-writing it Modification: – Student produces shorter assignments on simplified topics

22. Content Area Example: Social Studies & Science Accommodation: – Student receives copy of teacher/student notes to enable them to listen fully to lecture – Oral test taking (without prompting for student responses) Modification: – Student receives simplified assignments – Removing two choices from multiple choice questions on tests or exams

23. Content Area Example: P.E., Health & Fine Arts Accommodations: – Oral test taking (without prompting for student responses) – Enlarging print on worksheets or assignments Modifications: – Expectation on project is lowered due to student’s fine motor difficulty

24. How do we prevent grade inflation? Monitor objective assessment data for discrepancies between student grades and achievement Be prepared with concrete examples of equal instruction and assessment