Presentation on theme: "IEP Accommodations & Modifications"— Presentation transcript:
1IEP Accommodations & Modifications Developed byContra Costa SELPA2008Accommodations & Modifications
2Facilitated by Contra Costa SELPA Staff Accommodations & Modifications
3PurposeThe purpose of the training is to define adaptations,accommodations and modifications, explain the requirements for using them, and provide examples for general and special education teachers responsible for teaching core curriculum.
4Agenda IDEA Requirements Definitions (Adaptation, Accommodation, Modification)How to Determine AdaptationsTypes of AdaptationsSteps for Modifying the CurriculumGuidelines for Making DecisionsVariables to Support IEP TeamsAlternative Grading MethodsTeaching Students to Use Learning StrategiesIEP Best Practices
5Requirements in the Law I.D.E.A. Reauthorization and Section 504 of the Rehabilitation Act of 1973 require that individuals with disabilities are to receive a free and appropriate public education (FAPE) which must occur in the least restrictive environment (LRE), with supplemental aids and services, when necessary.
6How Aids and Services are Provided Aids, benefits, and services must afford an eligible student equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement in the most integrated setting appropriate to the student’s needs. These aids, benefits, and services are not required to produce the identical result, or level of achievement for both students with disabilities and students without disabilities.
7Teacher Conference and Student Study Team Opportunities Prior to referral to special education, meet with the teacher(s) individually or in a group to discuss strengths, weaknesses, modifications and accommodationsIdentify concerns and needsImplement and document accommodationsDevelop accommodations and optionsReview and evaluate impact of modifications and accommodations on the student’s progress
8Day-to-Day Accommodation & Modification Needs are Those that the child requires daily to benefit from his/her educational programNot a wish list of things to try, but documentation of “supplemental aids and services”Described specifically for various needs in the goals and objectivesConsistent for classwork and assessments
9State and District-wide Assessment Programs Children with disabilities are included in general State and district-wide assessment programs, with appropriate accommodations and modifications in administration, if necessaryFor those children who cannot participate in State and district-wide assessment programs, LEAs will develop alternate assessments (i.e., results of the student’s performance on each IEP goal and objective, in each of the curricular areas)(Authority: 20 U.S.C. 1412(a)(17)(A))
10Special Factors to be Considered Behavior intervention and strategiesLanguage needs: Limited English Proficiency (LEP)Instruction in and the use of Braille for a visually impaired/blind studentCommunication needs and opportunities for a hard of hearing/deaf studentAssistive technology needs for a student who requires assistive devices or services to benefit from education
11Discipline & Behavior Strategies Classroom Instructional Adaptation of Curriculum RequirementsClassroom ManagementSystemInstructional Goals inSocial Skills AreasPositive BehaviorSupport PlanFunctional Analysis Assessment & PBI Plan(Hughes Bill)More Restrictive EnvironmentSupportive School Climate and AttitudeToward Student DiversityEngaging Curriculum Presented atInstructional Level of Student
12Implementation of IEPs The child's IEP is accessible to each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for its implementation; andEach teacher and provider is informed of:His or her specific responsibilities related to implementing the child's IEP; andThe specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP
13The IEP for each child with a disability must include: A statement of the child's present levels of educational performance, including:How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for non-disabled children); orFor preschool children, as appropriate, how the disability affects the child's participation in appropriate activities
14Present Levels of Performance Stated in narrative form, Present Levels of Performance must include the following:A description of:The strengths of the student in each area (i.e., speech and language, reading, social skills)The educational needs of the student that result from the disability(i.e., accommodations and modifications)How the disability affects involvement and progress in general education curriculum and/or appropriate activitiesPresent Levels of Performance may include standardized test scores, criterion referenced measurements, curriculum based assessments, and observational data.Accommodations and modifications should be described when writing how the disability affects involvement in the general ed. curriculum.For preschoolers, since there is not a general ed. curriculum, appropriate developmental activities should be described.Accommodations & Modifications
15The IEP must include: (cont.) A statement of measurable annual goals, including benchmarks or short-term objectives, related to:Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum(i.e., the same curriculum as for non disabled children), or for preschool children, as appropriate, to participate in appropriate activitiesMeeting each of the child's other educational needs that result from the child's disability
16The IEP must include: (cont.) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child:To advance appropriately toward attaining the annual goalsTo be involved and progress in the general curriculum and to participate in extracurricular and other nonacademic activitiesTo be educated and participate with other children with disabilities and non-disabled children
17The IEP must include: (cont.) An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and in the other activitiesA statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessmentIf the IEP team determines that the child will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), a statement of:Why that assessment is not appropriate for the childHow the child will be assessed
18The IEP must include: (cont.) The projected date for the beginning of the services and modificationsThe anticipated frequency, location, and duration of those services and modificationsA statement of how the child's progress toward the annual goals will be measuredA statement of how the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their non-disabled children's progress, of:Their child's progress toward the annual goals; andThe extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.
19Definitions Learning: The process of acquiring and retaining knowledge so it may be applied in life situationsInvolves a complex interaction between the learner and the material being learnedWhen the learner has opportunities to practice new information, receive feedback, and apply the knowledge or skill in familiar and unfamiliar situations, with less and less assistanceNeil SturomskiLearning may be made more difficult by any number of factors, including:Inadequate prior knowledgePoor study skillsProblems with maintaining attentionCultural or language differencesThe presence of a learning disability (i.e., memory problems, difficulties in following directions, trouble with visual or auditory perception of information, and an inability to perform paper-and-pencil tasks)Students with learning disabilities are often:OverwhelmedDisorganizedFrustratedUnder a negative belief that they are unable to learnAccommodations & Modifications
20Definitions (cont.)Adaptations: Permissible changes in curriculum (accommodations and modifications) which allow the student equal opportunity to obtain access, results and benefits.Accommodations: Adaptations which do not fundamentally alter or lower standards or expectations in either the instructional or assessment phases of a course of study and provide access to participate in the LRE and an opportunity to demonstrate mastery of performance standards.
21Definitions (cont.)Modifications: Adaptations which do alter or lower standards or expectations although by providing access, will necessitate an alternate assessment or modified grade to achieve accountability performance. Note: This must be individually selected by the IEP team to measure performance on a specific test/course/activity for which the standard or typical expectation would be deemed inappropriate.Adaptations, accommodations and modifications need to be individualized for students based upon their needs and personal learning styles and interests.As they experience success in the classroom, motivation and learning increase, and overall student outcomes improve.Accommodations & Modifications
22Strategies and Interventions The tools and techniques we use to help ourselves understand and learn new material or skills, integrate this new information with what we already know in a way that makes sense, and recall the information or skill later, even in a different situation or place (generalization)What we think about (e.g., planning before writing) and what we physically do (e.g., taking notes, re-reading to clear up confusion, making a chart, table, or story map to capture the important information)Definition from: NICHCYTypes of strategies:General strategy materialsUsing cognitive frameworks for understandingAttribution instructionScaffoldingMnemonics for memorySelf-monitoringCo-operative learningStrategies for studying, thinking, test-takingPlaces, spaces and memory tracesElaborative maps (mapping)Mnemonic keyword strategiesNote-taking skillsCollaborative questioningStrategies for readingText-based conceptsPhonological awarenessSummarization & self-monitoringStrategies for writingAcronymsSelf-talkThink while you spellStory grammarWebsRevision skillsStrategies for mathProblem-solving strategiesManipulativesTeaching social skillsStop and think! Metacognitive strategiesThere is an old saying: “Catch a man fish, and he’ll eat for a day. Teach him to fish, and he’ll eat for a lifetime.” Teaching students to use learning strategies is akin to teaching them to fish. With the great gift of knowledge, they are then capable of learning independently their entire life.Accommodations & Modifications
23Differentiated Instruction Instruction in which students have multiple options for taking in information, making sense of ideas and expressing what they learn. Differentiated instruction “provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products.” (Tomlinson, 1995)
24AccommodationsChanges in course content, teaching strategies, standards, test presentation, location, timing, scheduling, expectations, student responses, environmental structuring and/or other attributes which provide access for a student with a disability to participate in a course, standard, or test, which DO NOT fundamentally alter or lower the standard or expectations of the course/standard/test. Grading is the same.
25ModificationsChanges in course content, teaching strategies, standards, test presentation, location, timing, scheduling, expectations, student responses, environmental structuring and/or other attributes which provide access for a student with a disability to participate in a course, standard, or test, which DO fundamentally alter or lower the standard or expectations of the course/standard/test. Grading is different.
26Child with a Disability Means a child evaluated in accordance with §§ as having mental retardation, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.
27Specific Learning Disability A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasiaThe term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage
28Supplementary Aids and Services Aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate in accordance with §§(Authority: 20 U.S.C. 1401(29))
29Specially-Designed Instruction Means adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction:To address the unique needs of the child that result from the child's disabilityTo ensure access of the child to the general curriculum, so that he or she can meet the educational standards that apply to all children
30How to Determine Adaptations The student’s teachers work together to identify the adaptations that are needed in four areas:Instructional arrangementLesson formatSpecific learning strategiesCurricular goalsIn each of the four areas, the teachers may:Adapt the environment (i.e., proximity control and incorporating movement into lessons)Modify materials (i.e., developing graphic organizers, making copies of overheads and board notes, and chunking assignments)Select supports
31Types of Adaptations Input Output Size/Quantity Time Level of Support Accommodations: These adaptations do not always alter a performance standard Modifications: Often these adaptations fundamentally alter a performance standardInputOutputSize/QuantityTimeLevel of SupportDegree of ParticipationDifficultyAlternate GoalsSubstitute Curriculum
32Types of Adaptations (cont.) Description & Examples Input: Adapt the way instruction is delivered to the student (i.e., lectures, videos, computer, or field trips)Output: Adapt how the student can respond to instruction and demonstrate understanding (e.g., drawing a picture or role playing a scenario)Size/Quantity: Adapt the length of the assignment students will be expected to complete (e.g., reduce the number of math problems to solve for mastery)The purpose of an accommodation is to level the playing field, not to provide an advantage to some students.Input: Adapt the way instruction is delivered to the student (i.e., lectures, videos, computer, or field trips)Output: Adapt how the student can respond to instruction and demonstrate understanding (e.g., drawing a picture or role playing a scenario)Size/Quantity: Adapt the length of the assignment students will be expected to complete (e.g., reduce the number of math problems to solve for mastery)Time: Adapt the amount of time students will have to complete the assignments or tests (e.g., allow more time for completing a task)Accommodations & Modifications
33Types of Adaptations (cont.) Description & Examples Time: Adapt the amount of time students will have to complete the assignments or tests (e.g., allow more time for completing a task)Level of Support: Increase the level of assistance provided to the student (e.g., assign peer buddies, peer tutors, cross-age tutors or teaching assistants)Degree of Participation: Adapt the extent to which the student will be actively involved in the task (e.g., in geology, have a student hold the globe, while others point out locations)Level of Support: Increase the level of assistance provided to the student (e.g., assign peer buddies, peer tutors, cross-age tutors or teaching assistants)Degree of Participation: Adapt the extent to which the student will be actively involved in the task (e.g., in geology, have a student hold the globe, while others point out locations, or in a drama class, a student may play a part that has more physical action rather than numerous lines to memorize.)Difficulty: Adapt the skill level, problem type, or the rules on how the student may approach the work (e.g., allow the use of a calculator to figure math problems)Alternate Goals: Adapt the goals or outcome expectations while using the same materials (e.g., in social studies, expect the student to be able to locate just the states, while others learn to locate the capitals as well)Substitute Curriculum: Provide different instruction and materials to meet the student’s individual goals (e.g., during a spelling test, one student is learning self-help skills)Accommodations & Modifications
34Types of Adaptations (cont.) Description & Examples Difficulty: Adapt the skill level, problem type, or the rules on how the student may approach the work (e.g., allow the use of a calculator to figure math problems)Alternate Goals: Adapt the goals or outcome expectations while using the same materials (e.g., in social studies, expect the student to be able to locate just the states, while others learn to locate the capitals as well)Substitute Curriculum: Provide different instruction and materials to meet the student’s individual goals (e.g., during a spelling test, one student is learning self-help skills)
35Steps for Modifying the Curriculum Can the student do the same activity at the same level as peers? (e.g., spelling) If not….Can the student do the same activity but with adapted expectations? (e.g., less words) If not….Can the student do the same activity but with adapted expectations and materials? (e.g., matching the words to pictures) If not….Can the student do a similar activity but with adapted expectations? (e.g., words that are functional and in the student’s daily environment) If not….Can the student do a similar activity but with adapted material? (e.g., computer spelling program) If not….
36Steps for Modifying the Curriculum (cont.) Can the student do a different, parallel activity? (e.g., learn a computer typing program, write or put pictures in a journal?) If not….Can the student do a different activity in a different section of the room? (e.g., water the plants, file for the teacher) If not….Can the student do a functional activity in another part of the school? (e.g., help the librarian, office staff, coach, or kitchen staff to perform various duties)David Gaston
37Curriculum Modification Planning What is everyone else doing?Can participate just like everyone else?If yes, go for it!If no, what can we do to include ?Can we give some help from friends?From who ?Can an adult help ? Who?Can use different materials? What materials?How will they be used?What else can do that is related to what the class is doing?
38Guidelines for Making Accommodation Decisions Accommodations should facilitate an accurate demonstration of what the student knows or can doAccommodations should not provide the student with unfair advantage or interfere with the validity of a testAccommodations must be the same (or nearly the same) as adaptations used by the student in completing classroom assignments and classroom assessment activitiesAccommodations must be necessary for enabling the student to demonstrate knowledge, ability, skill or masteryAccommodations must be familiar to the student and must not be used for the first time on state assessmentsCalifornia Department of EducationSpecial Education Division
39Variables to Support IEP Team Derived Accommodations Clear step by step communication procedures are in place, demonstrating district general education support for using accommodationsA systematic on-going inservice program, with specifically designated personnel, to provide continuing education about appropriate accommodations for individuals with exceptional needsMethods to address teacher concerns about the effects of accommodations on standards and course competencies are in place, including alternative grading methodsInvolvement of both site-based and district-wide administrationDiana Browning Wright
41Teaching Students to Use Learning Strategies Pretest students and get them interested in learning the strategyDescribe the strategyModel the strategyPractice the strategyProvide feedbackPromote generalizationNeil Sturomski
42Upland Unified School District; SN Placement: Offer, Appropriateness, Reimbursement for Unilateral PlacementThe district lost the case and was ordered to pay for a unilateral placement made outside the district by the parents.…..the IEP listed no modifications other than “teacher modified lessons as needed.” The Hearing Officer ruled that the IEP was deficient in that it did not list the support services and modifications which the student needed to benefit from the general education program.
43…..therefore, the IEP must change with the child! REMEMBER: The child is not static, but a dynamic being that is living, breathing, and changing …..…..therefore, the IEP must change with the child!
44IEP Best PracticesDo not simply collect information, consider where it fits in the puzzle.Do not lose the forest for the trees in assessing the child’s progress. Keep the big picture in mind!Make sure the goals and objectives match the child’s skill level and abilities.Be wary of too many goals and objectives.
45IEP Best Practices (cont.) Make sure the goals and objectives are not too general.Describe skills to be achieved instead of promising levels of achievement.Make sure each service provider has a copy of at least that portion of the IEP he or she is responsible for implementing.
46IEP Best Practices (cont.) Make sure each service provider knows the evaluation schedule for assessing student progress on goals and objectives.Make sure the child’s progress toward the goals and objectives is reported to the parents as agreed in the IEP.Be mindful of the student’s privacy.
47IEP Best Practices (cont.) Listen to the parents’ concerns and expectations.Communicate with the parents and keep them informed.DOCUMENT!
48Thank you for your attendance and interest in IEP Accommodations and Modifications!
49Appendix Guiding Principles of IDEA FAPE & LRE IEP Meeting Members Parent RightsAlternative Dispute Resolution
50Guiding Principles of IDEA High Expectations and Agency AccountabilityImproving Results through the General CurriculumEducation with Nondisabled PeersParental Involvement and PartnershipsIncreased Efficiency and Flexibility
51Free and Appropriate Public Education (FAPE), Definition Provided at public expense, under public supervision and direction, and without chargeMeets the standards of the State Education AgencyIncludes preschool, elementary and secondaryProvided in conformity with the IEP requirements of IDEA
52FAPE Definition (cont.) Requires specially designed instructionMeets unique needs of the student with disabilityProvides related services when required including: Transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special educationDefines the relationship to the general education curriculumFAPE“Appropriate education” includes student involvement in general educationMandates that the IEP team consider involvement in the general education curriculumNot appropriate to provide parallel but separate curriculumAgency’s responsibility to procure and ensure all services are provided according to the IEP goals and objectivesAccommodations & Modifications
53FAPE (cont.)Requires that alternative services continue to be made available to suspended or expelled students.
54Least Restrictive Environment To the maximum extent possible, children with disabilities, including children in public or private institutions and other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the general education environment occurs only when the nature or severity of the disability of the child is such that education in the general class with use of supplementary aids and services cannot be achieved satisfactorily. Section 612(a)(5)(A)
55Key Concepts of LREMust be individually determined and based on a student’s individual needsApplies to all children with disabilitiesThe general education class is always the first choiceConsideration and use of supplementary aids and services to make the general education class a first and viable choice is requiredDetermination of servicesMade by a group of persons knowledgeable about the child, the meaning of the assessment data and service optionsMust be based on the IEP and the IEP must be developed before the team determines the servicesParents must be included as a member of the IEP team and in the decision-makingReviewed at least annuallyPlacement must be made as close to the child’s home school as possible and unless the IEP requires something else, be in the child’s home schoolConsider the potential harmful effects on the child or quality of servicesConsider aids, services and other supports in the general education classroom to enable the disabled child to be educated with non-disabled children to the maximum extent possibleAccommodations & Modifications
56LRE Placements Must:Be based on the IEP which must be developed before the team determines the placementBe as close to the child’s home school as possible and unless the IEP requires something else, be in a child’s home schoolConsider any potential harmful effect on the child or quality of services
57The IEP Team Members Parents General education teacher Special education teacherAdministrator or designee (Representative of the Local Education Agency authorized to commit LEA resources)Individual who can interpret assessment results, if sharing assessmentOthers (i.e. agency representative)Student, when appropriate and always included in development of transition plan
58Role of the ParentsProvide consent to assessment and provision of special education servicesParticipate in meetings for the identification, evaluation, placement and FAPEParents are included in eligibility and placement decisionsIDEA recognizes the importance for parent/school partnerships and non-adversarial dispute resolution. Parents are offered mediation as a voluntary option for dispute resolution.
59Role of the General Education Teacher Provide information about the general education curriculumIdentify the need for supplemental aids and supportsDesign program modificationsRequest support for school personnelConsider request for positive behavior intervention
60Parent Rights To receive prior notification To participation in decision-makingTo be informed of optionsTo provide written consent to assessment and special education servicesTo access an independent educational evaluation, if they disagree with district’s assessmentTo access to all recordsTo settle disputes voluntarilyTo Due Process through state level hearing and complaint options
61Alternative Dispute Resolution The opportunity to resolve disputes at the lowest level and in the most timely manner under neutral,non-adversarial conditions.1. Resource Parents (Parent to Parent Support)2. Program Specialists (Placement Specialist Support)3. Facilitated IEPs4. Solutions Panel5. Local Mediation
62Thank you for your attendance and interest in Accommodations and Modifications!