2. BT Meeting March 20, 2014 Jen LaClair & Jenny White

3. 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. 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.

4. Each public agency shall ensure – (i) That to the maximum extent appropriate, children with disabilities, … are educated with children who are nondisabled; and

5. (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.

6. (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. 1412 (a)(5))

7. “...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).

8.  A local educational agency (LEA) must provide each child with a disability a free appropriate public education (FAPE). An LEA meets its obligation to provide FAPE to a child in part by providing special education, related services, and supplementary aids and services and program modifications or supports for school personnel in conformity with an IEP. The services provided must be stated in the IEP so that the level of the agency's commitment of resources will be clear to parents and other IEP team members. An LEA must ensure that a student is provided with all services required in the child's IEP.

10. Diana Browning Wright, Teaching and Learning Trainings, 2005 I.D.E.A. 1997 Reauthorization specifies (300.342(b)(3)) that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP. Legal Justification Accommodate, Modify, and Support

11.  Regular classroom teachers employed by a school district will have very limited liability exposure in special education so long as the duties assigned to them regarding implementation of the IEP are executed in a legal and appropriate manner.  Failure to implement the IEP as specified could result in disciplinary action, criminal charges, and civil lawsuits that could result in personal liability exposure.

12.  Accommodations, modifications, behavior intervention plans, and supplementary aids and services are examples of IEP items that are typically the responsibility of the regular classroom teacher.  IF a parent believes these items have not been implemented, they may file a complaint with the state department of education alleging noncompliance with the IEP.

13.  The state department will launch an inquiry and possible investigation. Typically, if the school district is found to be in noncompliance, a corrective action plan will be developed and the matter is resolved.  If, however, the parent elects to pursue a due process hearing, one will be held to determine if the district did, in fact, fail to implement the agreed-upon IEP and denied the special education student the entitlement to a "free, appropriate public education" (FAPE).

14.  If the hearing officer decides that the school district denied the student FAPE, the district will be required to implement the IEP as written, pay attorney's fees and other costs the parent may have incurred and may be required to pay the cost of compensatory services. http://www.ci.maryville.tn.us/mhs//MCSSped/teachtools.htm

15.  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

16. More >><< Less regular classes …includes instruction in: hospitals or institutions child’s home special schools special classes Continuum of Alternative Placements Restrictive

17.  What are accommodations and modifications?  Are they the same thing?  When do you use them?  Who determines when and what to use?

18. 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. An accommodation is a change that helps a student overcome or work around the disability and DO NOT reduce learning expectations

19. howaccesses  Changes in how a student accesses information and demonstrates learning instructional levelcontentstandard  Do not substantially change the instructional level, content, or standard equal accessequal opportunity  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.

21.  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

22. 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. and demonstrate in the content area.

23.  Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

24. Change the content and performance expectations for what a student should learn. For example, a student may work at a different level ( for example, at a 4th grade level instead of a 6th grade level in reading) or study fewer concepts or skills.

25. expectations levelability  Made when the expectations are beyond the student’s level of ability standard  Alter the standard or what the test or assignment is supposed to measure performance  May be minimal or very complex depending on the student’s performance IEP  Must be clearly acknowledged in the IEP

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

28.  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.

29. 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 written format ◦ multiple -choice response instead of fill -in -the -blank or short answer/essay, word banks provided for fill in the blank questions Modifications  Omitting story problems, using specialized/alternative curricula written at lower level, simplified vocabulary and concepts, alternative reading books at independent reading level  Tests are written at lower level of understanding, preview tests provided as study guide, picture supports are provided, use of calculator  Grading based on pass/fail, grading based on work completion  Allow outlining, instead of writing for an essay or major project

30.  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 http://www.learningdisabledkids.com/IEP_training/IEP_ accommodations_modifications_sec_contents.htm

31. do not change Accommodations do not change knowledge content.

32.  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 http://www.learningdisabledkids.com/IEP_training/IEP_ accommodations_modifications_sec_contents.htm

33. Modifications do change do change knowledge content and/or the standard.

34. 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. *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.

36.  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

37. how whether The IEP or 504 team determines how a student will participate, not whether a student will participate. Remember!

38. 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.”

39.  Scheduling/Timing  Setting  Materials  Instruction  Student Response  Presentation

40.  Give extra time to complete assignments or tests  Break up testing over several days (MTS)  Give multiple or frequent breaks  Change testing schedule or order of subtests  Vary activities every 10-30 minutes  Alert students several minutes before a transition time, then give reminders

41.  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

42.  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

43.  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

44.  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

45.  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.

47. Jack is an 9th grade student who has learning disabilities in reading and writing. He is in a general education 9th 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 9th grade curriculum, but at his independent reading level (5th grade).  Jack will have test questions read a loud to him.  Jack will respond orally, rather than in writing, to essay questions.

48.  Sarah has a learning disability in mathematics. Her teacher has required her to complete the first 10 fast fact problems,(but she does not have to reduce to simplest form). The rest of the class must complete the entire page of addition fractions and reduce to the simplest form, including challenging questions numbers 1-30.

49.  Focus on lesson objective: Will student benefit by completing questions 1-10?  The modification is cutting down the learning expectation for the student. To accommodate for this student, assign the odd problems, providing a sample of each type of problem.  Since the objective is quality and not quantity, help the student master objectives of the lesson without feeling frustrated.

50. Accommodation Elementary Students are taught strategies to compensate for their disability. Middle School Students create their own coping skills. Students desire to become more independent. High School Students help determine what accommodations are necessary for them to succeed in school and in life.

51. Accommodation Read test/text Elementary Reading is modeled in class, small groups, paired reading, pull-out sessions Middle School Test/text is read to whole class, peer assistance, audio books, screen readers, pull-out High School Student advocates for read-aloud accommodation, audio books, screen readers

52.  Allowable Accommodations ◦ For any student who needs it  Special Accommodations ◦ Must be in the IEP ◦ Must have been used during the year  Other assessments ◦ Local benchmarks ◦ End of course exams ◦ NC Final Exams

53. Diana Browning Wright, Teaching and Learning Trainings, 2005 Summing it up: Accommodations Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known. Grading is same Modifications Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities. Grading is different

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

55.  http://serc.carleton.edu/NAGTWorkshops/co ursedesign/tutorial/strategies. http://serc.carleton.edu/NAGTWorkshops/co ursedesign/tutorial/strategies. htmlhttp://www.readingrockets.org/strategies  http://www.christina.k12.de.us/literacylinks/ elemresources/lfs_resources/activating_strat egies.pdf http://www.christina.k12.de.us/literacylinks/ elemresources/lfs_resources/activating_strat egies.pdf  https://k12teacherstaffdevelopment.com/tlb /how-can-i-use-chunking-as-an-effective- memory-strategy-in-the-classroom/ https://k12teacherstaffdevelopment.com/tlb /how-can-i-use-chunking-as-an-effective- memory-strategy-in-the-classroom/

56.  http://www.phschool.com/eteach/social_stud ies/2003_05/essay.html http://www.phschool.com/eteach/social_stud ies/2003_05/essay.html

57. Diana Browning Wright, Teaching and Learning Trainings, 2005 Using graphic organizers when teaching content… Organization of ideas is self-evident to students. Reduces information processing demands needed to understand new information. Helpful Strategies to Use in the Classroom

58. making 20 percent of their class reading “stretch” texts that help them reach beyond their reading level engaging pairs or teams of students with more challenging texts as “buddies” and giving them opportunities to reflect on those texts through discussions with each other or through “buddy” journals modeling how to interpret the meaning of texts that use more complex approaches, like satire or rhetorical argument engaging students with carefully selected or constructed graphic organizers that make the structure of the text visible immersing students in more complex language exposure and usage that makes a difference in their ability to access knowledge introducing background knowledge 57 Scaffolding for Text Complexity

59.  Using tiered text is one way to scaffold. Teachers select an easy-to-read text aligned with students’ entry-level background and academic knowledge. Built on the Gradual Release of Responsibility model, which involves explicit teacher modeling, guided instruction, and independent practice—tiered texts scaffold student understanding and provide background knowledge and the multiple exposures to academic vocabulary required for comprehension.  Balancing the rigor of text complexity as proposed by the CCSS with current student reading levels may seem daunting; however, through explicit instruction in vocabulary and by building background knowledge through the use of tiered texts, teachers can make complex texts accessible to all students.

60. Be aware of the student’s present level of academic achievement and functional performance (PLAAFP). Identify the appropriate grade level standard(s) statements. Unpack the standard. Identify what the student needs to know and be able to do in the simplest terms possible.

61. Example of Deconstructing a Standard Standard Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1) Break the standard into its component parts:  Quote accurately  Explain what happened  Draw inferences Analyze the subskills  Decides on a focus. For example, focus on explaining what happened in the text to improve the student’s comprehension Determine Accommodations and/or Modifications for student to successfully reach standard Determine Plan to Monitor Progress

62. Facts Related to Modifications Inappropriate modifications have the potential to increase the gap between the achievement of students with disabilities and grade level expectations. This could adversely affect students throughout their educational career. Modifications are described by altered content knowledge, conceptual difficulty, educational goals, and instructional method versus building scaffolding and bridges between existing curriculum and people involved in the educational process. Differentiation and Universal Design for Learning (UDL) are not modifications, adaptations, or accommodations, but are supports that should be afforded to ALL students regularly. Curriculum modification is based on ranging degrees in which our educational approach becomes distinct from or maintains the similarities to existing general curriculum. Note:

63. Examples ◦ Underlining/highlighting ◦ Vertical lines/asterisks/doodles/num bers @ margin ◦ Provide multiple media/formats ◦ “Chunking” information ◦ Graphic Organizers ◦ Provide multiple examples ◦ Support background context The “What” of Learning Identify and interpret sound, light, taste, smell, and touch Identify and understand information, ideas, and concepts

64. Examples – Multi-media for student expression (video, audio, text, drawing) – Concept mapping tools – Scaffolds and prompts – Checklists – Embedded coaches and mentors, peer tutors – Assessment rubrics for students The “How” of Learning The ability to plan, execute, and monitor actions and skills

65. Examples – Choice afforded – Age appropriate activities – Culturally relevant activities – Charts/schedules/visible timers – Display of goals – Group work/collaboration – Personal journal The “Why” of Learning The ability to engage in actions and skills, set priorities and evaluate

66. Diana Browning Wright, Teaching and Learning Trainings, 2005 1. Provide procedural prompts specific to the strategy being taught. When and how should the strategy be used? 2.Teach the cognitive strategy using small steps. 3. Provide models of appropriate responses. 4. Think aloud as choices are being made 5. Anticipate potential difficulties. 6. Regulate the difficulty of the material. J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

67. Diana Browning Wright, Teaching and Learning Trainings, 2005 7. Provide a cue card 8. Guide student practice. 9. Provide feedback and corrections. 10. Provide and teach a checklist. 11. Provide independent practice 12. Increase student responsibilities. 13. Assess student mastery. J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

68.  Provide opportunities for students to work in small groups and in pairs. If cooperative learning strategies are used, five conditions must be present: (a) The task must be authentic, worthwhile, and appropriate for students working in groups; (b) Small-group learning must be the goal; (c) Cooperative behavior should be taught to and used by students; (d) Group work should be structured so that students depend on one another to complete a task successfully; (e) Students should be held individually accountable (Putnam, 1998).

69.  Use graphic organizers to assist students with organizing information in meaningful ways. For example, Bender (2002) suggests providing students with lesson outlines as note-taking tools.  Use the instructional sequence of "I do" (teacher model), "We do" (group practice), and "You do" (individual practice). Provide supports or scaffolds to students as they are learning new material and withdraw them when they are able to perform the task on their own (Bender, 2002).

70.  Employ active learning strategies such as "think, pair, share" to promote recall and understanding of new learning. This strategy allows students to reflect individually on a question, pair up with a partner to share and compare answers, and finally give the best answer (Kagan, 1994). For more active learning strategies, download the Considerations Packet, Techniques for Active Learning. This packet is available from the College of William and Mary Training & Technical Assistance Center at www.wm.edu/ttac/packets/consideration.html.

71.  Teach learning strategies along with content material. Strategy instruction may be defined simply as instruction in how to learn and perform (Lenz, Deshler, & Kissam, 2004). "Learning strategies help students learn and perform by providing them with a specific set of steps for: (a) approaching new and difficult tasks, (b) guiding thoughts and actions, (c) completing tasks in a timely and successful manner, and (d) thinking strategically (Lenz et al., 2004, p. 261). Learning strategies may include organizing materials, memorizing information, taking notes, reading text, and taking tests.  Use ongoing informal and formal assessments to help inform instruction and monitor student progress.

72. Questions