1. Mary Culpepper and Molly Oexle  Based on Stetson and Associates

2. Practice, not practices

3. K.D.by J.D. and T.D. v.Starr, 64 IDELR 107 (D. Md. 2014). The parents of an 8th grade student with ADHD and Specific Learning Disability alleged that the student’s teacher was not implementing the accommodations and modifications specified in the plan and required the student to request the rest of her accommodations. The judge found in favor of the parents that the school district failed to implement the plan. Implication We must implement all components of an IEP or 504 plan, and it is unreasonable to require that a student have to request to use the accommodations that are in the plan to help support success in school.

4.  How can I accommodate core curriculum so that students with special needs (ELL, 504, RTI, IEP, GT, ALL students) are accessing grade level curriculum while making the best use of their time? You will walk away with:  A definition of instructional accommodations and curricular modifications  Teaching strategies for various learning styles  A bank of grade appropriate accommodations

5. Am I currently implementing effective practice around accommodations and modifications?

6. Think, Pair, Share

7. Accommodation - how  A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills.

8. Accommodation - how  A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills.

9. Accommodation - how  A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills. Modification - what  A change in what the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

10. Accommodation - how  A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills. Modification - what  A change in what the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

11. Accommodation - how  A change made to the teaching or testing procedures in order to provide a student with access to information and create an equal opportunity to demonstrate knowledge and skills. Modification - what  A change in what the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class. Partial Completed Notes

12.  Working as a table group, read each statement of support (pg. 2) for students.  Discuss whether that support is an accommodation or modification. (4 minutes)  When you hear the timer, choose one person at your table to use one of the response cards (A or M) to indicate what your table decided for each support.

13. Video Complete and Score “Middle School” Learning Styles Inventory (5 minutes)

14. As a “like-learner” team, tell what student-centered activities you might incorporate to help a student with your learning style access the content. You will have 4 minutes at each poster to write your thoughts. The last group will share the ideas collected.

15. As a “like-learner” team, tell what student-centered activities you might incorporate to help a student with your learning style access the content. Use of a Timer Four Corners Activity

16.  How can I accommodate core curriculum so that students with special needs (ELL, 504, RTI, IEP, GT, ALL students) are accessing grade level curriculum while making the best use of their time? You will walk away with:  A definition of instructional accommodations and curricular modifications  Teaching strategies for various learning styles  A bank of grade appropriate accommodations

17. In your grade-level band, select either the math or the ELA lesson. Use the accommodations packet and ideas collected to help different types of learners to “flesh out” these lessons. What accommodations will you provide for each “hypothetical” student?

18.  How can I accommodate core curriculum so that students with special needs (ELL, 504, RTI, IEP, GT, ALL students) are accessing grade level curriculum while making the best use of their time ? You will walk away with:  A definition of instructional accommodations and curricular modifications  A bank of grade appropriate accommodations  Teaching strategies for various learning styles

19. Use the action planning sheet (pg. 1) to describe how you will share and use today’s learning at your site. Complete session survey.