1. While you are waiting… Please complete the K-W-L chart in your
Packet (pg. 4).
What do you KNOW about accommodations and modifications?
What do you WANT to know about accommodations and modifications?

2. Accommodations & Modifications
Presented by Beverly Bryant
LaToya Lawrence
Krista McAtee
Department of Special Education

3. Ground rules Please silence your cell phones
We have scheduled breaks, but please take one if needed.
Please use the Parking Lot for questions, we will try to get to all of them during the breaks.

4. Activity #1 Find the index card in your packet
Each card belongs to 1 of 4 categories
Sort yourselves by category
Be prepared to report the following:
- Category
- Items in your category
- How you determined your category
Cards will be clipped to packet, cards will be numbered and corners will be numbered.

5. What is the purpose of this workshop?
To assist both general and special educators in developing, implementing and sustaining appropriate accommodations and modifications to meet the needs of students with disabilities
Read purpose…tell them they will have hands-on practice in developing accommodations and modifications.

6. Objectives Participants will be able to: Compare and contrast laws
Explain the difference between accommodations and modifications
Apply appropriate accommodations and modifications to specific student needs
Say that we will address the law, explain A&M in depth, and give them hands on practice in writing A&M.

7. What is People First Language?
“People First Language puts the person
before the disability, and describes
what a person has, not who
a person is.”
Kathie Snow
“Before we start, let’s talk a little bit about culture. As we move toward inclusive service delivery in our schools, we need to have a culture that celebrates differences and respects individuals. One of the ways we can promote this culture is through our language. Using People First Language is a step toward a culture that will support inclusion.”

8. Child with cerebral palsy
Example
Old Language
People First Language
Down’s Child
Autistic boy
CP kid
MIP student
Normal Kid
Regular Education
A child with
Down Syndrome
Boy who has autism
Child with cerebral palsy
Here are some examples of “old language” and People First Language
Student who
receives behavioral
services
Typical kid
General Education

9. Why should we use PFL? People with disabilities are .
Disability is a natural part of the human experience.
1 in 5 people have a disability.
PEOPLE FIRST
Using PFL is not about being “politically correct” it is about human dignity
The group known as “people with disabilities” is the only minority group that anyone can join at any time, due to illness, injury, or age.

10. Activity #2 Find the clothespin in your packet.
Attach the clothespin to your person.
Until the next break, listen to your peers and presenters for People First Language.
When you hear someone use language that is NOT People First, you may take their pin.
The person with most pins wins!!!
Read these directions.

11. What Does the Law Say?
Federal and state laws and regulations require schools to provide accommodations and modifications to make sure that students with disabilities have access to an appropriate education program.
• The Individuals with Disabilities Education Improvement Act
(IDEIA 2004) requires that students with disabilities have the
opportunity to be involved and make progress in the general curriculum.
Before we can talk about accommodations and modifications, we have to understand the laws. Federal and state laws . . .(Read slide)
ADA prohibits discrimination on the basis of disability, so schools need to accommodate for student’s disability within the general curriculum
• Section 504 of the Rehabilitation Act of 1973 requires that
accommodations be provided to students with disabilities, even if
they don’t have an IEP.
• The Americans with Disabilities Act of 1990 prohibits discrimination
against any people with disabilities.

12. appropriate, children with disabilities, …
Federal Least Restrictive Environment (LRE) Requirements 34 C.F.R. Section
Each public agency shall ensure –
(i) That to the maximum extent
appropriate, children with disabilities, …
are educated with children who are
nondisabled;
and
Least Restrictive Environment is defined in federal law. READ LAW

13. Federal LRE Requirements
(ii) That special classes, separate schooling or other removal of children with disabilities from the general educational environment occurs only if the nature or severity of the disability is such that education in general classes with the use of supplementary aids and services cannot be achieved satisfactorily.
READ THIS

14. Federal LRE Requirements 34 C.F.R. 300.116
(e) A child with a disability is not
removed from education in age-appropriate
general classrooms solely because of
needed modifications in the general
curriculum.
(Authority: 20 U.S.C (a)(5))
READ THIS AND DISCUSS….what do you think about this wording in the law? Do you agree?

15. Continuum of LRE Options
“...a continuum of alternative placements is available to meet the needs of children with disabilities... including instruction in general classes, special classes, special schools, home instruction, and instruction in hospitals.” (Federal Register, 1977).
- Placement will be different for each child.
- Placement should be in most “natural” environment in which the child can succeed.
- Placement should not be based on a label.

16. Continuum of Alternative Placements
…includes instruction in:
regular classes
special classes
special schools
child’s home
hospitals or institutions
If you have not been starting on this end of the spectrum, you have been doing it the (next slide)
<< Less
More >>
Restrictive

17. Give scenario for the “old” way for providing services (assigning students to a room by labels) This has been the “wrong way” of providing services to students with disabilities.

18. No Child Left Behind Act (NCLB)
calls for participation of students with disabilities in high quality, yearly, academic assessment
increases accountability for academic standards, academic achievement, and the inclusion of all students
requires that all students be assessed at his/her assigned grade level
No Child Left Behind act as it relates to SWD.

19. Provisions of both NCLB and IDEIA 2004 include:
the use of scientifically based instructional methods, curricular materials, and intervention strategies
early identification of learning problems
ongoing monitoring to determine the impact of the instruction and curriculum
the design and implementation of individualized interventions for students who do not respond to the general curriculum and instruction
the inclusion of ALL students in one accountability system
documentation of student outcomes through Adequate Yearly Progress (AYP) measures
May want to read this slide… Both IDEIA 2004 and NCLB call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent for each student. Because of these laws, schools have become more accountable for the education of all students with disabilities. This is why accommodations and modifications are so important.

20. No Child Left Behind!

21. What is an Individualized Education Program (IEP)?
A legally binding document that states what services a student will receive and why
Includes the student’s placement, services, academic and behavioral goals, a behavior plan (if needed), and progress reports from teachers and therapists
Planned at an IEP meeting
The IEP team looks at the student’s needs and decides what kind of accommodations and modifications are needed
Show of hands, how many of you have written an IEP. How many have attended an IEP meeting? How many have heard of an IEP?

22. IEPs . . .
“Individualized Education Plans (IEPs) are not only legally required but also considered essential to the educational successes of students who are eligible for special education services. IEP development involves teams conducting, summarizing, and integrating results from a variety of assessment instruments.”
“All IEP goals must be “measurable” and, as such, must be behaviorally clear and specific. In addition, goals must be aligned to the TN Curriculum Standards while meaningful to students.”
(Partnerships for EdExcellence)
Here is some additional information about IEPs.

23. Closing the gap
between research and
practice has always
been best practice,
now it is required by
the law!!!

24. Accommodations and Modifications
What are accommodations and modifications?
Are they the same thing?
When do you use them?
Who determines when and what to use?
Let’s talk about Accommodations and Modification. SAY THIS BEFORE FLASHING THE QUESTIONS “Look at your KWL chart. What are some things you “know”? What do you “want” to know? “
FLASH THE QUESTIONS….
“These are some questions we will answer today.”

25. Accommodations

26. Accommodations
the actual teaching supports and services that the student may require to successfully demonstrate learning
Accommodations should not change
expectations to the curriculum grade levels.
Definition of Accommodation…..read
Can anyone think of an example of an accommodation that fits this definition?

27. Accommodations
Changes in how a student accesses information and demonstrates learning
Do not substantially change the instructional level, content, or standard
Changes made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do
More information about accommodations. Read and discuss each one. Point them toward the page in the packet they can take notes on.

28. Accommodations
Under NCLB, accommodations are defined as changes in testing materials or procedures that ensure that an assessment measures the student's knowledge rather than the student's disability.
NCLB definition of accommodations. READ

29. The standard is not negotiable, but the road to it is.
For Accommodations…..the standard is NOT negotiable….but getting there is.
Accommodations are really “whatever it takes” to make sure that students with disabilities can participate as fully as possible in the general curriculum and ultimately earn a high school diploma.
Whether I drive my car, take a bus, ride a bike, or walk to work….I am still going to get there. Some ways may take longer than others, but the end result is the same.

30. What does research say? Accommodation policies vary considerably
from state to state. Interestingly, 12 states
even extend eligibility for accommodations
to all students (Clapper, Morse, Lazarus,
Thompson, & Thurlow, 2005).
Approximately two-thirds of special
education students have been afforded
accommodations in statewide assessments,
the most common being extended time,
alternative setting, and/or read-aloud
accommodations (Bolt & Thurlow, 2004).
“Everything we do in education needs to be evidence-based, or research-based. Here are some studies on accommodations. Most of these studies address testing accommodations. These studies look at how many states have accommodations for all students and how many students receive testing accommodations.“
National Dissemination Center for Children with Disabilities (NICHCY)

31. What does research say?
Accommodations affect test scores for students with disabilities, lowering scores in some cases, raising scores in most others
(Chiu & Pearson, 1999; Elliott et al., 1999; Elliott, Kratochwill, & McKevitt,
2001; Kettler et al., 2005; McKevitt, 2000; Koenig & Bachman, 2004;
Schulte, Elliott, & Kratochwill, 2001; Tindal, Heath, Hollenbeck,
Almond, & Harniss, 1998).
Studies highlighting the effects of accommodations on test scores.
National Dissemination Center for Children with Disabilities (NICHCY)

32. National Dissemination Center for Children with Disabilities (NICHCY)
What does research say?
The use of read-aloud accommodations on assessments of mathematics for students with low reading skills and the use of Braille for blind students were found to be the most effective accommodations in a meta-analytic synthesis by Tindal & Fuchs (1999).
Study regarding Read Aloud accommodation for testing.
National Dissemination Center for Children with Disabilities (NICHCY)

33. National Dissemination Center for Children with Disabilities (NICHCY)
What does research say?
Lowered scores appear to result when accommodations are poorly matched to student need or when the student has not had sufficient opportunity to practice using an accommodation in day-to-day settings prior to the testing situation.
“Can someone explain “poorly matched?” How do you think that happens? What about “not had sufficient practice? Explain what you think that means? How can we prevent this from happening?”
National Dissemination Center for Children with Disabilities (NICHCY)

34. Who can receive accommodations?
Let’s talk about WHO can receive Accommodations….

35. Accommodations are for…
Students with a disability who have an IEP or 504 plan
Students without a disability who have barriers to learning
Students who receive ELL services
Students who are at risk of failure
READ THIS SLIDE

36. Modifications
Now let’s FOCUS on Modifications

37. the student is expected to learn and demonstrate in the content area.
Modifications
changes made to curriculum expectations in order to meet the needs of the student
Modifications are changes in what
the student is expected to learn
and demonstrate in the content area.
Can anyone think of an example of a modification that fits this definition?

38. Modifications
Made when the expectations are beyond the student’s level of ability
Alter the standard or what the test or assignment is supposed to measure
May be minimal or very complex depending on the student’s performance
Must be clearly acknowledged in the IEP
Read this….point them toward the packet for the notes page.

39. Differences between the two…

40. (can apply to all students) (apply to students with disabilities)
Accommodations
(can apply to all students)
Modifications
(apply to students with disabilities)
Do not fundamentally change
standards in terms of instructional
level, content, or performance
criteria
Do fundamentally change
standards in terms of instructional level, content, or performance criteria
Changes are made to
provide student meaningful &
productive learning
experiences based on
individual needs & abilities
Changes are made in order to
provide equal access to
learning and equal opportunity
to demonstrate what is known
READ AND DISCUSS
Grading is same.
Grading is different.

41. More differences….
Accommodations focus on removing barriers and providing access to the general curriculum.
Accommodations are designed for students who have barriers that can be removed to help them demonstrate what they know.
Modifications focus on insuring meaningful participation in the general curriculum.
Modifications are designed for students who would benefit from participation in the general curriculum even though it is above their ability level.
READ

42. The game of school
If you think of school as a sport….it may help you to understand A&M. Think of a race. We can put hurdles and obstacles every 5 feet, but if the goal is to cross the finish line, why would we do that? Some students could finish no matter how many hurdles we put up….some will need the hurdles removed. Removing those hurdles doesn’t change our outcome, which is to cross the finish line. Now some students need help to cross the finish line, like a buddy to push their wheelchair or someone to hold their hand and pull them to the finish. But we don’t tell them they can’t enter the race. They are still participating in a race….still competing in a sport….still crossing the finish line.

43. Activity #3 Return to your subject group
Using the chart paper and cards, decide whether the items are accommodations or modifications.
You have 1 minute to get to your group and 1 minute to sort.
Each group needs one chart paper, pre-made Post It index cards.

44. Here are the correct answers
Accommodations
A multiple choice test on identical facts is provided while other students "fill in the blank”
Student receives 10 math problems instead of 20
Homework limited to a certain number of minutes/hours instead amount of work to be completed.
Limit information presented on page, large print, and more space between lines.
Highlight important text.
Students respond verbally instead of writing
Modifications
Learning letters and letter sounds while classmates read chapter books.
Using blocks to build structures while other children do science experiments.
Testing on continents while classmates are tested on countries of Europe.
Completing assembly tasks while classmates complete independent work.
Matching numerals to quantities while classmates put items in sets.
Extending a 2 part pattern while classmates identify the unit of a 3 part pattern.
Click through the answers.

45. (Leveling the playing field)
Accommodations
Modifications
(Leveling the playing field)
(Everyone plays)
Read this slide

46. Accommodations (Leveling the playing field)
Knowledge of addition is demonstrated by manipulating blocks instead of through writing
Extra textbooks are provided for home when a child has great organizational difficulties
A scribe is provided to take notes for a child
A multiple choice test on individual facts is provided while other students fill in the blank
These are examples of accommodations.
accommodations_modifications_sec_contents.htm

47. Accommodations do not change knowledge content.
Read this slide

48. Modifications (everyone plays)
A child works on addition while classmates work on multiplication
A child learns letters and letter sounds while classmates read chapter books
A child uses blocks to build structures while other students do science experiments
A child is given a test on continents while classmates are tested on countries in Europe
These are examples of modifications.
accommodations_modifications_sec_contents.htm

49. do change knowledge content and/or the standard.
Modifications
do change knowledge content and/or the standard.
READ

50. Who is Responsible? An Accommodation is the “HOW” of the curriculum.
*How are we going to get the information to the child
and how are we going to test the student’s knowledge?
A Modification is the “WHAT” of the curriculum.
Read this slide. BEFORE FLASHING THE LAST LINE…..ask participants “who do you think is responsible?” Emphasize the “how” and the “what”
*What part of the general curriculum does the student
need to know to reach his or her fullest potential?
Both the general education teacher and special education teacher
are responsible for making accommodations and modifications.
It is a collaborative effort.

51. Who can receive modifications?

52. Modifications are for…
Students who would have been traditionally pulled out to a separate program
Students who may have a low incidence disability
Students for whom accommodations have been implemented to the fullest extent and still have difficulty succeeding
READ

53. Remember!
The IEP or 504 team determines how a student will participate, not whether a student will participate.
Participation in the general curriculum is required by law. Refer back to laws if needed.

54. Frequently Asked Questions
1. Who determines modifications?
The IEP team, including the Local Education Agency (LEA
representative, Special Educator, General Educator, parent/legal
guardian, the student)
2. Who gets accommodations and modifications?
Accommodations can be made for any student. Students with an IEP or 504 plan get accommodations that are required. Students with an IEP can receive modifications if needed. STUDENT NEEDS DETERMINE BOTH
3. Do I have to accommodate?
If a student has an IEP or a 504 plan, you must provide the accommodations and modifications that are part of the plan. If a student does not have an IEP or 504 plan, you are not required to accommodate, but it is considered best practice.
4. What do I say when students say, “It’s not fair?”
Fair means that everyone gets what they need to succeed. Fair does not mean “same” or “equal.”
FAQ slide….flash questions up and have participants try to answer before flashing the correct answer.
slide

55. Activity #4 Group yourselves by tier (Elementary, Middle, High)
Read case study.
Come up with a list of appropriate accommodations and modifications for your student.
Be prepared to share.
Each group needs case study sheets for each person, marker, chart paper.

56. Accommodations and modifications are most often made in the following areas:
Scheduling/Timing
Setting
Materials
Instruction
Student Response
Presentation
Now we talk more specifically about how and when to make accommodations.

57. Scheduling/Timing Give extra time to complete assignments or tests
Break up testing over several days
Give multiple or frequent breaks
Change testing schedule or order of subtests
Vary activities every minutes
Alert students several minutes before a transition time, then give reminders
Some examples of scheduling could be… (READ 2 or 3 and move on) ASK FOR ADDITIONAL EXAMPLES

58. Setting Change the location of instruction or testing
Seat student in front, next to teacher, or study carrel
Reduce fluorescent lighting and increase natural lighting
Seat student away from windows or other students
Instruct or test in small group or individual setting
Some examples of setting could be… (READ 2 or 3 and move on)

59. Materials Audio tape lectures or books
Provide copies of teacher’s lecture notes
Supply large print books, Braille, or books on CD (digital text)
Offer manipulatives
Use visual cues – charts, pictures, graphs
Utilize graphic organizers to demonstrate how concepts and ideas are related
Some examples of materials could be… (READ 2 or 3 and move on)

60. Instruction Reduce the difficulty of assignments
Reduce the reading level
Use a student/peer tutor
Simplify multi-step directions
Provide a partially completed outline during lectures
Preteach vocabulary
Some examples of instruction could be… (READ 2 or 3 and move on)

61. Student response Allow answers to be given orally or dictated
Use a word processor for written work
Use sign language, a communication device, Braille, or native language if it is not English
Replace summative assessment with oral reports and projects
Give credit for participation
Use recognition tests instead of essay tests example: T/F, multiple choice, matching
Some examples of student response could be… (READ 2 or 3 and move on) ASK FOR OTHER EXAMPLES

62. Presentation Increase “white space” on page
Use symbols on the test or answer form that help the student follow directions, such as an arrow or stop sign
Give extra examples for practice to make sure the student knows what to do.
Require fewer questions, but select ones that measure all required content.
Eliminate one of the choices in multiple-choice items.
May need to explain “white space” as more space between items on a page, increasing paragraph spacing, more space and larger print on math problems, etc.

63. Activity #5 Group yourselves by tier.
No more than 5 people in a group. This will be your group for the remainder of the activities.
Read through the standards provided
Use consensus to determine what you will teach.
This should take about 10 min. GIVE GROUPS STANDARDS PACKET

64. “This chart is in your packet
“This chart is in your packet. It may be helpful to you when decided where and when to make accommodations and modifications.” Note that the areas with dots are modifications, stars are accommodations….two areas have both.

65. Example:
Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a general education 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or district-wide tests) include the following:
Jack will have shorter reading and writing assignments.
Jack’s textbooks will be based on the 8th grade curriculum, but at his independent reading level (4th grade).
Jack will have test questions read/explained to him, when he asks.
Jack will respond orally, rather than in writing, to essay questions.
Here we have an example. Let’s talk about Jack….have them read the paragraph. Fly in the A&M and talk about each one, ask for input, ask for more ideas.

66. Example:
Jill is a third grade student with a cognitive disability. She spends part of her day in a Resource class and part of her day in a general education 3rd grade class. She is a beginning reader, can recognize letters and sounds and knows 10 sight words. Modifications and accommodations provided for Jill’s daily school routine could include the following:
Jill will have a reading partner during Social Studies and Science.
Jill will be graded on a rubric created by the special and general education teachers on assignments.
Jill will participate in shared reading and literacy centers in her 3rd grade class.
Jill will take breaks as needed throughout the day.
Here is another example.

67. Activity #6 Return to your group from #5.
Write a Differentiated Lesson Plan for your lesson, using the form provided.
Plan for only one lesson, not whole week.

68. Do accommodations look the same from
year to year?
gap
technology
individual needs
strategies and skills
Accommodations are selected based on individual needs.
As technology progresses, accommodations may look different.
As students learn strategies and skills, accommodations will change and may even be faded out.
As some students with disabilities get older, the gap between achievement and grade level expectations grows. Accommodations need to address this.
The IEP team should review the effectiveness of accommodations on a yearly or regular basis.(LD Online, 2008)
effectiveness

69. How might accommodations look different from tier to tier?
Go through chart. Read elementary and middle. Emphasize the need for self advocacy and participation in the development of the IEP.

70. Example:
Go through chart. Read elementary and middle. Emphasize the need for self advocacy and participation in the development of the IEP.

71. Testing Accommodations
Allowable Accommodations
For any student who needs it
Special Accommodations
Must be in the IEP
Must have been used during the year
Other assessments
Think Link
End of course exams
Math benchmarks
Reference the packet, point out allowable and special accommodations. Discuss other assessments that require accommodations. Most assessments have a list of allowable accommodations in the testing materials.

72. Activity #7 Return to your lesson plan group.
Determine Accommodations and Modifications for your lesson for the student on the card.
Be prepared to share with the whole group.
Grade level
Lesson/Standard
Accommodations and Modifications
As the groups are meeting, each will receive a card with a different student to make A&M.

73. Outcomes of Education Be a Life-Long Learner Have a Satisfying Career
Live as a Valued and Respected Member
FOR SALE
Houses 'R' us
Realty
SOLD
Have a Satisfying Career
Have Meaningful Relationships
Lifelong
Learners
LRE for LIFE Project

74. Activity #8 Take out your KWL chart
Review what you KNOW, WANT to know…
And finally, what did you LEARN about Accommodations and Modifications?
Have volunteers share something from what they Learned. Ah Ha moment…..

75. Putting it all Together Expectations remain high for ALL students.
Goal: To remove barriers to learning and demonstrate mastery.
Accommodations will keep standards substantially the same for all; outcomes may vary.
Modifications may fundamentally change the standard; instructional level or content may vary.
Read this one (flies in one by one)
Expectations remain high for ALL students.

76. Questions?
Thank everyone for coming, have them complete evaluation before they leave.