1. Susan Colvin 2011 SMCPS Susan Colvin 11/2011

2.  How comfortable are you with making modifications for students having difficulties?  What difficulties do you currently see in your own classroom that you would like to learn more strategies for modifying?  What strategies have you already tried that you have found to be successful? Susan Colvin 11/2011

3. Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are 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. (www.peatc.org, 2009)www.peatc.org Susan Colvin 11/2011

4. Written into a students IEP or 504 HAS to be offered for all tests and assignments Examples: – Screen reader for all sections – Human reader for selected sections – Calculation devices – Word processors – Extended time Unless specifically written = time and a half 2 hour test = 3 hours 1 day assignment = 1.5 days (usually extended to 2 days) 2 day assignment = 3 days 5 day assignment = 7.5 days Susan Colvin 11/2011

7.  What is the most common testing accommodation you have seen required in your classroom?  Do you think it has been effective? Susan Colvin 11/2011

8. Does NOT have to be listed in the student’s IEP Can be given at any time with mandatory accommodations listed in the IEP during class to give access and equal opportunity in mastery of curriculum Allows students with a disability to participate in school in a way that matches the child's learning strengths, styles, and abilities Does not change what the students are learning, only how they learn Susan Colvin 11/2011

9. Use of Highlighter or highlighter tape for key concepts Pointing out specific sections Rehearsal of reading prior to class One text book for home and one for school Give page numbers where answers can be found Color coding Memory joggers Visual cues Number lines Check for understanding (have student repeat directions) Word bank for fill-in-the- blank questions Alphabet strips Key ring sight words – Important topics or keywords Flip chart Organization/transition cards Desk cue reminders Lower level materials on the same topic (lower reading level) Read questions or whole assignments aloud Transcript of teachers notes to copy vs. overhead or chalkboard Small Group – Pull-out to another room – Pull-out within the classroom Susan Colvin 11/2011

10. Reading through text and questions as a group Copy of teachers notes for clarification (I still have my students attempt the notes themselves first) Using a peer tutor Allowing answers to be given orally Using a word processor Advance notification of assignments Tape recording of text or story made by the teacher Screen reader Extended time Chapter summaries with highlighted key points Binder/Folder checks – Weekly – Bi-weekly Class planner – Today I will do… – First I will… – I will be done by…. – Then I will… – I will be done by… » Can be done on a white board or daily laminated cards Susan Colvin 11/2011

11. Modifications are changes in what a student is expected to learn. The changes are made to provide a student opportunities to participate meaningfully and productively along with other students in classroom and school learning experiences. Modifications include changes in the following: Instructional level Content Performance criteria (PEATC, 2009)PEATC Susan Colvin 11/2011

12. Lower level material on the same topic (lower reading level)  Lower level spelling or vocabulary list  Remedial skills needed to access skills other students are completing (Ex: 1 student working on 1 digit multiplication while other students are completing 2 and 3 digit)  Removing extraneous pieces of text  Shortened assignments  Substitute alternatives for written assignments (models, poster, collages, etc.)  Removal of questions (6 questions vs. 8) Susan Colvin 11/2011

13.  Modified expectations  Expected to learn 3 key concepts vs. 5  Watching a video vs. reading text  Use of modified curriculum  Use of different textbook  Use of different program  Math Triumphs vs. Math Connects  Separate worksheet with lower level questions or different key points  Graded on progress or effort  Reword directions  Fill-in-the-blank or multiple choice vs. BCR  Classroom and homework assignments weighted higher than tests or quizzes  Fill-in templates for presentations or assignments Susan Colvin 11/2011

14.  What modifications have you used or seen used the most often?  Do you think they have been effective? Susan Colvin 11/2011

15.  Student is reading 3 years below grade level  Student is reading at 45 WPM according to QRI at his performance level  Student scored a 7 on his last MAZE assessment Susan Colvin 11/2011

16.  Student is reading accurately on grade level  Student is reading 65 WPM  Student has an IEP for processing difficulties  Student scored a 1 out 5 on his last writing assessment Susan Colvin 11/2011

17.  Student has an IEP for a learning disability  Student is reading at a preprimer level  Student scored a 0 out of 5 on the last writing assessment  Student scored a 1 on the grade level MAZE assessment  Student does not work well independently – often off-task Susan Colvin 11/2011

18.  What is one thing you thing you found useful and will use in your classroom in the future?  What is one thing you did not find helpful and don't feel would be relevant in the classroom? Susan Colvin 11/2011

19.  What is most relevant to you that you would like to see focused on for next session? Susan Colvin 11/2011  Please take a post assessment. These will be collected in 2 weeks. Please do not complete until you have tried at least two strategies presented.