instructional accommodations and curricular modifications...instructional accommodations and...

Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student

© 2007, Stetson Online

Instructional Accommodations and Curricular Modifications

Participant Materials



Introduction If you knew a way to boost the learning experience and improve outcomes for almost every student in your classroom, would you use it? Instructional accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not change the instructional level, content or performance criteria. Reflection questions: 1. What is the cumulative effect over time for the student who is not provided instructional

accommodations to enhance his or her learning? 2. What is the potential long-term effect for the student and the adult he/she will become?

The four components of this course will lead you to a deeper understanding of instructional accommodations and curricular modifications. At the conclusion of this course, you will be able to:

• Use the correct definition of accommodations and modifications to identify adjustments in the teaching/learning process that will benefit diverse learners across all subject areas

• Distinguish between the two and apply them in hierarchical order from the least intrusive/complex to the most intrusive/complex

• Apply four types of instructional accommodations to typical areas of difficulty students experience

• Apply types of curricular modifications to students based on their identified individual learning needs

• Reflect on teacher dialogue about implementation of curricular modifications and relate key points to your own classroom

• Apply a decision-making rubric to determine the effectiveness of instructional accommodations and curricular modifications for individual students using quality standards



Component 1 The Basics: Definitions and Rationale

An instructional accommodation is a change in teaching or testing practices that increase a student’s access to information and provide equal opportunities to demonstrate knowledge and skills. An accommodation changes HOW the students receive information and/or HOW the student demonstrates that he/she has learned the content. A curricular modification is a change in WHAT the student is expected to learn. If a modification is used, there is a change in the learner expectations with regard to on-grade level curriculum standards.

Determining Accommodations vs. Modifications

Student Support Examples Accommodation Modification Notes 1. Student is provided more time to complete a task or turn in an assignment.

2. While the student is working on grade-level materials, the number of curriculum standards have been reduced for the module, content, or subject area.

3. The format of the student’s test is altered to respond to visual perception strategies, word banks, and reduced choices among answers considered (e.g., multiple choice).

4. The curriculum objectives for a course have been adjusted to align with the student’s present level of performance.

5. After taking notes during a lecture, the student is given a copy of the teacher’s notes for comparison with his/her own.

6. Student is given the use of a calculator, electronic speller or other technology to support the learning process.

7. Student receives a list of vocabulary words before each lesson.

8. Readability has been reduced in an assigned text, or supplemental materials, yet all concepts being introduced are covered.



Concluding Points**:

1. Remember to choose an _______________________ before choosing a

_______________________ for a student who is struggling in school.

2. _____________________ the selection of the appropriate accommodation to meet the

specific needs of the student. Resist the ease of “_____________________________”

decisions.

3. You can maintain the student on grade-level instruction with the assistance of appropriate

___________________________ rather than rushing to provide the struggling student

with an alternative curriculum.

4. Use a ___________________ ____________________ with confidence for those

students who require them because you have first considered the possibility of an

_____________________________ and have concluded from an objective, student-

centered stance that the modifications to content are, in fact, necessary.

5. Provide a ___________________ _____________________ for students who have

already mastered the grade-level content and are in need of a more challenging learning

task.

**This is an example of assisted note-taking.



Component 2 More About Accommodations Four Reasons Cited for Lack of Accommodations in the Classroom: 1. The lack of knowledge of instructional

accommodations and responsibility of every teacher to adjust the instructional process, pacing, or materials for any student who requires the adjustment in order to learn and be more successful.

2. The fear that the use of accommodations will create a large burden for the teacher in an already challenging role.

3. The belief that it is unfair to provide accommodations to any student.

4. The belief that it is not the responsibility of general education teachers to respond to the needs of special education students in the general education classroom.

Four Types of Accommodations: 1. Adapted Tests

2. Adapted Assignments

3. Assistive Technology

4. Instructional Support

Notes:



Component 3 More About Modifications

Points to Remember:

1. For students eligible to receive special education services:

2. For students achieving above grade-level: Implications for Your Classroom:

1. Students performing below grade-level but DO NOT qualify for any special services

2. Students who are performing above grade level

3. Curricular modifications for students who DO qualify for special services which are provided within the general education setting



Component 4 Evaluating Accommodations and Modifications Scoring Key Student Uses Accommodation: 0- The accommodation is available, but you have not observed student using the accommodation 1- The student only uses the accommodation when you remind him/her 2- Student uses the accommodation without you reminding him/her, but not on a consistent basis 3- The student uses the accommodation on a regular and consistent basis Accommodation Support Achievement: 0- Accommodation is not effective in meeting the learning objectives for the student 1- Accommodation has minimal effects in supporting the student to meet the learning objective 2- An increase in the effectiveness of the accommodation to help meet the learning objective is desired 3- Accommodation is effective in supporting the learning objective of the student on a consistent basis Non-Stigmatizing Accommodation: 0- Use of accommodation calls unnecessary and potentially negative attention to the student 1- Use of the accommodation calls attention to the student 2- Use of accommodation is could be implemented less intrusively 3- Use of the accommodation has either a neutral or a positive impact on peers Monitor Need for Appropriate Use of Accommodation: 0- Use of the accommodation is not monitored 1- Monitoring of the accommodation occurs only with reminders to staff to do so 2- Monitoring of the use of the accommodation occurs sporadically, but not on a consistent basis 3- Monitoring of the use of the accommodation occurs on a regularly scheduled basis



Accommodation Rubric The following steps reflect quality standards for determining the need for, selecting, accommodations, and assisting each student and his or her teachers in using the selected accommodations correctly and consistently. With these steps in place, the use of these selected accommodations should be reviewed at regular intervals. 0 1 2 3 Next Steps

Student Uses Accommodation Does not use.

Uses only when

reminded.

Uses sporadically. Uses regularly.

1. Conduct unobtrusive observation of student use of accommodation to identify any environmental or societal barriers. 2. Discuss with student to determine his or her opinions re: use of accommodations. 3. Adjust the accommodation to encourage student use if feasible. 4. Consider the option of making the accommodation (if appropriate) available for all students.

Accommodation Supports

Achievement

Not effective in meeting learning

objectives

Minimally effective in

meeting learning

objectives

Effective in meeting learning

objectives but improved

effectiveness desired

Effective in supporting

learner objectives

1. Review student instructional support needs. 2. Review reasons why accommodation is not effective with teacher, student, others as relevant. 3. Eliminate student training or teacher training issues or inappropriate use of accommodation. 4. Review the four different types of accommodations and design an alternative.

Non-Stigmatizing Accommodation

Calls unnecessary

and potentially negative

attention to the student.

Calls attention to the student.

Is embedded in the natural

instructional activity but could be less intrusive.

Is embedded in the instructional activity and has either a neutral

or a positive impact on peers.

1. Examine the accommodation from the perspective of student, peers, and community. 2. Consider multiple alternatives if feasible. 3. Allow for student choice among alternatives. 4. Provide information to classmates in factual terms re: the accommodation, its use, benefits, and allow for peer use of accommodation in positive, supervised setting.

Monitored: The continued need for appropriate use of accommodation

Is not monitored.

Occurs only with reminding

of staff.

Occurs sporadically.

Occurs on a regularly

scheduled basis.

1. Determine reasons for lack of monitoring. Is it due to lack of knowledge about the importance of monitoring? Need for additional training? Need for a reminder? 2. Address the reason and set a date to check compliance with regularly scheduled monitoring.



Post-Assessment True/False Activity Note Each Statement as True or False __________ 1. I believe there’s an important hierarchy to consider regarding accommodations and

modifications. __________ 2. There are legal requirements for implementing accommodations and modifications. __________ 3. I believe knowing the difference between accommodations and modifications

enables all learners to remain on grade level, if at all possible, within the standard curriculum framework.

__________ 4. I believe knowledge-based implementation of the difference between accommodations and modifications exemplifies holding high expectations for all learners.

__________ 5. I believe there’s a long-term negative impact when students are provided off grade-level content that is difficult to overcome.

__________ 6. I believe it’s important to know the difference between the two because all teachers are tested annually regarding instructional accommodations and curricular modifications.

__________ 7. I think accommodations and modifications give a student an unfair advantage compared to the students not receiving accommodations.

Student Support Examples Accommodation Modification Notes

1. Complex test questions have been separated into smaller steps and difficult terms have been reworded.

2. The content of a student’s test has been adjusted to account for only three of seven concepts covered in the materials.

3. All printed materials are read to the student.

4. When completing math word problem assignments, the steps are numbered and key words are highlighted for each problem.

5. Student IEP objectives designate the use of below grade level goals, objectives, and materials.

6. The student is given a blank outline for organizing ideas prior to answering essay questions.

7. A student gives oral responses to test questions.

8. The student is provided a word bank for “fill-in-the-blank” questions.



Links and Resources The Access Center http://www.k8accesscenter.org Center for Applied Special Technology (CAST) http://www.cast.org The Council for Exceptional Children http://www.cec.sped.org Educational Resources Information Center Clearinghouse on Disabilities and Gifted Education (ERIC EC) http://www.ericec.org ERIC/OSEP Topical Brief: A curriculum every student can use: design principles for student access http://www.cec.sped.org/osep/udesign.html National center for Accessible Media http://ncam.wgbh.org/ Abt Associates http://www.abtassociates.com Study of state and local implementation and impact of IDEA http://www.abt.sliides.org Guiding Principles for Assessment Accommodations http://www.teachervision.fen.com/teaching-methods/educational-testing/4134.html Assessment and Rubric Tools http://school.discovery.com/schrockguide/assess.html Free Tool to Create Rubrics http://rubistar.4teachers.org/ Northwest Regional Educational Laboratory Assessment Site http://www.nwrel.org/assessment/ Secondary School Educators: Rubric Design, Development, Examples http://712educators.about.com/cs/rubrics/a/rubrics.htm Kurzweil Software for Improving Literacy and Language Proficiency www.kurzweiledu.com



AI Squared www.aisquared.com Don Johnston Corporation www.donjohnston.com Mayer-Johnson Corporation www.mayer-johnson.com Recordings for the Blind and Dyslexic http://www.rfbd.org/ Intellitools Corporation www.intellitools.com Alphasmart Corporation www.alphasmart.com Resource Guide for Teachers and Administrators re: Assistive Technology http://www.wati.org/products/pdf/resource%20guide%20-%20general.pdf Adaptive Equipment and Alternative Methods for Accessing Computers www.abilityhub.com Diverse Resource for Assistive Technology and Disability Related Information www.assistivetech.net



Suggested Readings Accommodations Manual: How to select, administer, and evaluate use of accommodations for instruction and assessment of students with disabilities. Developed by the Council of Chief State School Officers (CCSSO) State Collaborative on Assessment and Student Standards Assessing Special Education Students. Allen, R. (2003). Maximizing learning in inclusive classrooms. Association for Supervision and Curriculum Development (ASCD). Fitzell, S. G. (2002). Special needs in the general classroom: Strategies that make it work. Manchester, N.H.: AIMHI Educational Publishing. Guskey, T.R. (2003). How classroom assessments improve learning. Educational Leadership, February 60(5). Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, Grades 3-12. Minneapolis, MN.: Free Spirit Publications. Orkwis, R. & McLane, K. (1998). A curriculum every student can use: design principles for student access. ERIC/OSEP Topical Brief. Salend, S.J. (1998). Effective mainstreaming: creating inclusive classrooms. Upper Saddle River, NJ: Prentice-Hall, Inc. Weiner, H.M. (2003). Effective inclusion: Professional development in the context of the classroom. Teaching Exceptional Children, 35(6), 12-18. Wood, J.W. (1998). Adapting instruction to accommodate students in inclusive environments. Upper Saddle River, NJ: Prentice-Hall, Inc. Yell, M.L. (1998). The law and special education. Upper Saddle River, NJ: Prentice-Hall, Inc.



Frequently Asked Questions 1. What is the difference between accommodations and modifications? An accommodation is a change made in the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills. An accommodation does not reduce the grade level standards or objectives. On the other hand, a modification is a change in what the student is expected to learn and/or demonstrate. Thus a modification actually changes the grade level standards and objectives the student is expected to master. 2. How are modifications to the curriculum made and who makes the decision? Since a modification actually reduces the grade level curriculum standards and objectives for a student, federal law states that this can only be done through the ARD/IEP decision making process. Ideally, participants in this process will be the individuals who know the educational needs of the student. With this in mind, it is important for a student’s general education teacher or teachers to provide input to the accommodation decisions, even if they are not actual members of the IEP team. 3. How can I instruct a student needing a modified curriculum when there is a large discrepancy between grade level instruction and the student’s present level of performance? The student will have an Individualized Education Program (IEP), which specifies which specific learning objectives the student is held accountable for making progress. The student will receive educational benefit by being exposed to more of the general education curriculum than the student is being held accountable to master. The student may be working on below grade level objectives, but the subject area should be the same as the rest of the class. In addition, depending upon the nature and severity of the student’s discrepancy, it may be that the student requires in-class support to be successful within the least restrictive environment. 4. Who makes the accommodations a student requires for success? This would be a decision made among the collaborative staff that is supporting the student. Ideally, all staff working with a student forms a collaborative partnership and shared ownership for the student’s success. In some schools, it is necessary to make campus wide decisions regarding which staff members perform which tasks. In this case, it would be a site based decision-making team that dictates staff responsibilities. 5. How do I know which students can have accommodations and modified curriculum objectives? The great news is that you can use your professional judgment to make accommodations for any student at any time. However, some students that receive special education services will have paperwork detailing specific accommodations that the student needs in order to be successful within that subject area. (These accommodations must be implemented as written and are not subject to professional judgment except through the ARD/IEP process.) You should have a copy of this paperwork and it should be reviewed with you. If a student has modified curriculum objectives, then they will have those specified on an IEP. The student is held accountable for learning each objective on his/her IEP to the level of mastery indicated for each objective. (This is how the



student is graded and progress is measured.) You should have a copy of this paperwork and it should be reviewed with you. 6. Who is responsible for keeping progress data and reporting grades for students requiring modified curriculum objectives? All staff who are indicated as implementers of the IEP within each subject area or course are responsible for progress data and grades. 7. When should accommodations be used? Accommodations should be provided to ensure that a student’s disability does not interfere with the learning process. Accommodations also allow us to measure a student’s knowledge and skills, rather then the student’s disabilities, when providing assessment measures. 8. Is it fair to provide accommodations for some students, but not others? The purpose of providing accommodations is to “level the playing field” for those students who perhaps learn or process information differently. Since no changes are being made to the content or curriculum itself, it is appropriate to make accommodations for ANY student who might have a diverse learning need, including students without disabilities.

instructional accommodations and curricular modifications...instructional accommodations and...

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