ACCOMMODATIONS/ MODIFICATIONS AND ACADEMIC LEARNING TIMEMary Culpepper and Molly Oexle Based on Stetson and Associates

FUNDAMENTAL II - INCLUSIVE PRACTICE:- ALL instructional staff embrace and

demonstrate ownership for ALL students.- ALL students are held to grade level

expectations and beyond.

Practice, not practices

CASE STUDYK.D.by J.D. and T.D. v.Starr, 64 IDELR 107 (D. Md. 2014).

The parents of an 8th grade student with ADHD and Specific Learning Disability alleged that the student’s teacher was not implementing the accommodations and modifications specified in the plan and required the student to request the rest of her accommodations. The judge found in favor of the parents that the school district failed to implement the plan.

Implication

We must implement all components of an IEP or 504 plan, and it is unreasonable to require that a student have to request to use the accommodations that are in the plan to help support success in school.

ESSENTIAL QUESTION

How can I accommodate core curriculum so that students with special needs (ELL, 504, RTI, IEP, GT, ALL students) are accessing grade level curriculum while making the best use of their time?

You will walk away with:

A definition of instructional accommodations and curricular modifications

Teaching strategies for various learning styles

A bank of grade appropriate accommodations

SELF-ASSESSMENTAm I currently implementing effective practice around accommodations and modifications?

WHAT ARE ACCOMMODATIONS AND MODIFICATIONS?

Think, Pair, Share

WHAT ARE ACCOMMODATIONS AND MODIFICATIONS?Accommodation - how

A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills.

WHAT ARE ACCOMMODATIONS AND MODIFICATIONS?Accommodation - how

A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills.

WHAT ARE ACCOMMODATIONS AND MODIFICATIONS?Accommodation - how

A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills.

Modification - what

A change in what the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

WHAT ARE ACCOMMODATIONS AND MODIFICATIONS?Accommodation - how

A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills.

Modification - what

A change in what the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

WHAT ARE ACCOMMODATIONS AND MODIFICATIONS?Accommodation - how

A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills.

Modification - what

A change in what the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

Partial Completed Notes

RESPONSE CARDS – DETERMINING ACCOMMODATIONS VS. MODIFICATIONS

Working as a table group, read each statement of support (pg. 2) for students.

Discuss whether that support is an accommodation or modification. (4 minutes)

When you hear the timer, choose one person at your table to use one of the response cards (A or M) to indicate what your table decided for each support.

LEARNING STYLES Video

Complete and Score “Middle School” Learning Styles Inventory

(5 minutes)

SAMPLE SCENARIOS As a “like-learner” team, tell what student-centered activities you might

incorporate to help a student with your learning style access the content.

You will have 4 minutes at each poster to write your thoughts. The last group will share the ideas collected.

SAMPLE SCENARIOS As a “like-learner” team, tell what student-centered activities you

might incorporate to help a student with your learning style access the content.

Use of a TimerFour Corners Activity

ESSENTIAL QUESTION

How can I accommodate core curriculum so that students with special needs (ELL, 504, RTI, IEP, GT, ALL students) are accessing grade level curriculum while making the best use of their time?

You will walk away with:

A definition of instructional accommodations and curricular modifications

Teaching strategies for various learning styles

A bank of grade appropriate accommodations

ACCOMMODATING LESSONS In your grade-level band, select either the math or the ELA lesson.

Use the accommodations packet and ideas collected to help different types of learners to “flesh out” these lessons.

What accommodations will you provide for each “hypothetical” student?

ESSENTIAL QUESTION

How can I accommodate core curriculum so that students with special needs (ELL, 504, RTI, IEP, GT, ALL students) are accessing grade level curriculum while making the best use of their time?

You will walk away with:

A definition of instructional accommodations and curricular modifications

A bank of grade appropriate accommodations

Teaching strategies for various learning styles

TAKING IT BACK(TO YOUR SCHOOL)

Use the action planning sheet (pg. 1) to describe how you will share and use today’s learning at your site.

Complete session survey.