1. Distinguishing Between Accommodations and Modifications In classroom instruction, assessment, and high stakes testing. 1

2. Let’s Start With Modifications Modification: – a change in the curriculum of a course (e.g., eliminating one or more of the TEKS or changing the grade level of certain TEKS) – changes the content of instruction 2

3. Examples of Modifications Specific students are graded on test items that cover critical information and are not graded on their performance on the short essay portion even though they are asked to attempt it. 3

4. More Examples of Modifications Certain students use a different textbook that is at a lower reading level and has simpler explanations of concepts. These students take a different test over the content though they participate in all class discussion and activities. 4

5. More Examples of Modification One student has an individual performance contract that both teachers are familiar with and monitor. Both teachers work with this student individually, while sharing responsibility for the entire class. 5

6. More Examples of Modifications In a HS chemistry class, students are expected to demonstrate knowledge of the periodic table by filling one out. On the final exam, certain students are given an assessment that requires them to sort vocabulary cards by atomic numbers, weight, and symbol. They then complete a partially filled out periodic table. 6

7. What are Accommodations? Accommodation: – a change in teaching or learning strategies based on the specific needs of a student with a disability (e.g., oral testing, highlighted textbooks, short answer tests) – strategy to bypass a process, circumvent the disability – does NOT change the content of instruction 7

8. Using Accommodations Accommodations may be used to enhance the way instruction or materials are presented to a student or to provide different ways for a student to respond to instruction or materials without changing the content being addressed. The decision to use a specific accommodation with a student should: 1. be made on an individual basis, taking into consideration the needs of the student 2. be used routinely in classroom instruction and testing 3. be effective and appropriate as evidenced by grades and observations, and 4. maintain the rigor of grade-level curriculum 8

9. Examples of Accommodations Students are to do a research report for a history class. Some students are given two of the five required resources. These resources are complete enough for the students to meet the report standard, and the criteria for finding appropriate references are waived because they are not essential to the expected outcome. The students will be required to find three supporting references. 9

10. More Examples of Accommodations In HS biology class the general education teacher presents parts of a cell. During follow-up activities, the students are required to label the parts and write definitions for the parts. One teacher oversees students filling in a worksheet while the other teacher works with a group of students who are using paper labels to identify parts and match them with definition cards. 10

11. More Examples of Accommodations In a language arts class, the teachers provide a student with a reading disability a book on tape. The student is expected to do all the reading guides and take the same exams as all the other students in the class. 11

12. More Examples of Accommodations In a HS English class students are to read Chapter 1 of To Kill a Mockingbird and write definitions for a list of vocabulary words. Certain students have copies with the vocabulary words highlighted in one color and contextual clues in another color. 12

13. What are instructional strategies? – Strategies for strengthening processes for learning – Does NOT change the content of instruction Learning 13

14. Examples of Instructional Strategies The special education teacher pre-teaches vocabulary to everyone as an introduction to new concepts. Students develop practical application of the vocabulary. The class is divided into two groups. One group moves on with the concept instruction while the other group meets with the special education teacher for further vocabulary instruction. The groups rotate, and one group gets concept instruction while the other extends their use of taught vocabulary. 14

15. More Examples of Instructional Strategies Students work in teams of four to create a presentation for their views of stem cell research. Each student in each group is assigned a particular role (recorder, organizer, resource collector, and fact checker) with specified tasks to do to accomplish that role. Students are given guidance by the teachers as needed to keep the assignment on track. 15

16. More Examples of Instructional Strategies Teachers collaborate to create a graphic organizer to represent key vocabulary. 16

17. More Examples of Instructional Strategies In a MS reading class, the students are divided into cooperative learning groups. The co- teachers ensure that students with IEPs are integrated heterogeneously throughout the cooperative groups. The groups write and illustrate a fractured fairy tale or fable. 17

18. Guess What I Am? (Accommodation/Modification/Instructional Strategy) Some students have to know 10/20 vocabulary words that are taught each week. Their grade is determined on accuracy of matching the ten words each week to their definition. _____________________________ 18

19. Guess What I Am? (Accommodation/Modification/Instructional Strategy) Students are to do a research report for a history class. Some students are given two of the five required resources. These resources are complete enough for the students to meet the report standard, and the criteria for finding appropriate references are waived because they are not essential to the expected outcome. The students will be required to find three supporting references __________________________________ 19

20. Guess What I Am? (Accommodation/Modification/Instructional Strategy) For a math class, each Friday the co-teachers have three groups operating. Some students are pre -taught vocabulary and processes to be used the following week, some students review what was taught the past week, and one group works on computer activities. __________________________________ 20

21. Guess What I Am? (Accommodation/Modification/Instructional Strategy) A student’s IEP specifies that because of behavior and motivation considerations, the student will not be given detention for the regular class rules. This student has an individual contract as to what behaviors receive which consequences without use of detention. ____________________________________ 21

22. Guess What I Am? (Accommodation/Modification/Instructional Strategy) The co-teachers for a MS science class are teaching a weather unit. They co-construct a graphic organizer on cloud formation. The special ed. teacher presents the information to the class using the organizer. ___________________________________ 22

23. Accommodations Impacting High Stakes Testing Information regarding the use of accommodations on state assessment can be found on the TEA website. The Accommodations Triangle is the best source for determining allowable accommodations. 23

24. What You Will Find Guidelines for Selecting, Administering, and Evaluating the Use of Accommodations for All Students: General Education Students Students Receiving Special Education Services Students with 504 Plans English Language Learners 24

25. Why Do We Need Accommodation Guidance? The purpose of the website is to provide district and campus personnel serving on ARD Committees, LPAC Committees, and 504 Committees guidance in selecting and evaluating accommodations. REMEMBER!!! This information is for all students requiring accommodations- not just students receiving special education services!! 25

26. General Education Services, Including Students Receiving Services Through Section 504 Because students have varied learning strengths and needs, teachers are called upon to utilize differentiated instruction techniques that address the learning style of each student within the boundaries of teaching grade level curriculum. Differentiated instruction can be utilized by teachers for general education students including those served through 504. 26

27. Accommodations Categories The accommodations in the Accommodations Manual, other than LAT accommodations, are categorized in four ways: presentation (P), response (R), setting (S), and timing and scheduling (T). Presentation Accommodations allow students to access information in alternate formats other than regular print. These alternate modes of access may include auditory, multi-sensory, tactile, and visual modes. Response Accommodations allow students to complete activities, assignments, and assessments using methods other than paper-and-pencil or machine-scorable responses. Response accommodations may also include allowing students to solve or organize problems using some type of supplemental aid (e.g., multiplication charts, blank graphic organizers). Setting Accommodations change the location in which a test or assignment is given or the conditions of the assessment setting. Timing and Scheduling Accommodations increase the standard length of time to complete an assignment or assessment or possibly change the way the time is organized (taking several short breaks, testing during the evening at residential centers, etc.) 27

28. Selecting Accommodations for Assessment of Individual Students Decisions regarding accommodations begin with making good instructional decisions. Good instructional decisions are facilitated by gathering and reviewing information about the student’s needs and present levels of performance in relation to the TEKS. Accommodation decisions “level the playing field” for students with special needs. Committee meetings that simply involve checking boxes on a compliance document without carefully considering the needs of each student are neither conducive to sound decision-making practices nor are they beneficial in the advancement of opportunities for students to participate appropriately in the general education curriculum and assessments. 28

29. Guiding Questions 1.What are the student’s learning strengths, and in which areas are improvements needed? 2.How do the student’s learning needs affect the ability to master the grade level TEKS? 3.What specialized instruction (e.g., learning strategies, organizational skills, linguistic accommodations tailored to English Language proficiency level, reading skills) does the student need to master the grade-level TEKS? 4.What accommodations will increase the student’s access to appropriate instruction and assessment? 5.Does the student have the opportunity to learn how to use the accommodation in the classroom setting? 6.What accommodations are regularly used by the student during instruction and assessment? 7.Are the student’s accommodations effective ( e.g., compare results for assignments and assessments when accommodations are used and not used)? 8.What difficulties does the student experience when using accommodations? 9.What are the perceptions of the student, parents, teachers, and specialists about how well the accommodation works? 10.What evaluation or data supports the continued use of an accommodation or should the accommodation be changed or discontinued? 11.Is the accommodation allowed for use on the state assessment? 29

30. Documenting Accommodation Use If a student receives special education services or Section 504 services, all accommodations must be documented in the student's IEP or individual accommodation plan (IAP). The linguistic accommodations a LEP-exempt student receives must be documented by the LPAC and kept in the student’s permanent record file. If a student is not receiving services due to being an English language learner and/or a student with disabilities, districts should document use of the accommodations according to local polices. Information about testing accommodations should be communicated to test administrators and other appropriate individuals. LPAC 504 IEP 30

31. Some Explanations Other Methods of Response: May be used when a student has a temporary or permanent disabling condition that interferes with or limits the ability to make notes, do computations, or record responses on a machine score able document. Some examples might be: a broken arm, cerebral palsy, broken eyeglasses. Scribe: Written Composition The role of the scribe is to write exactly what is dictated. The scribe should ask for clarification from the student about the intended use of capitalization, punctuation, and spelling of key words that are unique to the student’s creativity and word choice. Scribe: Open-ended Questions The role of the scribe is to write exactly what is dictated. The scribe is not required to ask for clarification from the student about intended use of capitalization punctuation, and spelling of key words since these conventions are part of the scoring rubrics used to assess students’ short answer responses. 31

32. MORE EXPLANATIONS Computation Notes: If the student is physically unable to record mathematical computations, the student must direct the scribe very specifically regarding all steps necessary to complete the computation (for example digit by digit, how to align numbers, etc.) For transcription of notes during the test, the scribe must follow the student’s exact instructions. This may include making notes in the margins of the test booklet or underlining phrases or words in passages. The scribe may not provide feedback. Spelling Assistance: If a student is capable of organizing thoughts and ideas in written responses but has a disability that affects the physical reproduction of letters and words or the ability to remember spelling rules, word structures, or letter patterns, spelling assistance may be used. For example, a list of frequently misspelled words would be appropriate only for a student who can select a word with an irregular spelling pattern for use on their written response but is unable to reproduce the letters or patterns needed to correctly and consistently spell it without assistance. This does not apply to the revising and editing section of the ELA assessment. 32

33. When is it appropriate to use a supplemental aid? A supplemental aid is for a student whose disability: Affects long-term memory retrieval BUT NOT Reasoning skills The Student must.. Be able to understand the material being assessed BUT MAY Need assistance recalling the information 33

34. Be Careful When Using a Supplemental Aid! A supplemental aid can only SERVE AS A TOOL but cannot be a direct source of answers. In other words, the supplemental aid cannot provide direct answers to the TEKS being tested. 34

35. Please Note The supplemental aid must be a necessary accommodation, not just a convenience! 35