Accommodations and Modifications This webinar for parents defines accommodations and modifications, details the differences between the two, and explains when and how they are used. Slide 1 - Accommodations and Modifications Welcome to our webinar on Accommodations and Modifications. Slide 2 - WELCOME & TEACH MY CHILD All parents have expectations for schools. We want our schools to welcome and teach our children. Slide 3 - DIVERSE LEARNERS The reality of today’s classrooms is that they filled with diverse learners who -- while more alike than different -- have significant differences in. . . Knowledge Experience Culture Learning preferences Abilities Gender Because diversity is the name of the game we have had to change our traditional approach to education. Not our values or our standards, but our approach. Slide 4 - SPECIALLY DESIGNED INSTRUCTION We adapt instruction to meet the unique learning needs of students What are we talking about? We teach students in groups, but we individualize the educational experiences for different kinds of learners. And sometimes, specially designed instruction is needed to level the playing field or assure that students benefit from learning in the least restrictive setting or . . . wherever the regular education curriculum is delivered. The IDEA defines Specially Designed Instruction as follows: Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—(i) To address the unique needs of the child that result from the child’s disability; and(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children. Thus, special education involves adapting the “content, methodology, or delivery of instruction.” Slide 5 - LEARNING DIFFERENCES Teach Support Make it Easier Sometimes children learn differently. For many students, success in the classroom, means having appropriate adaptations. Slide 6 - QUESTIONS We adapt the materials and the instruction. But there are lots of questions. Who benefits from adaptations? Who must receive adaptations? How do we adapt instruction or assessments? What do these adaptations look like? Who provides these services? Slide 7 - ALL STUDENTS BENEFIT All students benefit from diversified instruction and individual education. There are many was to accommodate differences in student learning. Accommodations may be informal or formal. Imagine an egg. The egg's shell represents all the students in the school. The egg white represents Title I. The egg yolk represents 404 plans. Lastly, the center of the egg yolk represents IDEA. The egg shows that accommodations are used for all students and particularly for sub groups. Informal accommodations are delivered spontaneously and may be created by a teacher, or para-educator in the moment. Can you think of something you did quickly without much effort or thought to help a student learn? Formal accommodations or modifications are carefully planned when those types of services are required before learning can occur. A formal accommodation can be very simple or complex Slide 8 - SPECIAL INSTRUCTION Special ways of teaching that help students Sort out what’s important Recall what’s important Get information Share what they know Use what they know Catch up with others Slide 9 - ADAPTING INSTRUCTION Imagine a man in a motorized wheelchair, with a child riding on the back. This shows some of the ingenuity and fun that we all use in everyday situations to accommodate someone’s needs (in this case, the need to cover distance in a short period of time) by modifying how we ordinarily do things (give a ride to a friend). We use the words like accommodations and modifications all the time. These words can mean something different to different people. Or they can be used interchangeably. But in education and special education they have two different meanings. Slide 10 - ACCOMMODATE OR MODIFY ACCOMMODATIONS provide equal access during instruction and assessments. MODIFICATIONS change, lower, or reduce learning expectations Accommodate is what we do to help a student participate in what the other students are doing. The boy on the left is wearing a cochlear implant. This device helps him take in information like listening to a story or DVD with his classmates. Modify is what we do to help a student participate partially to the best of their ability. The boy on the right tires easily. The 90 minute reading period is too long for him. So after 20 minutes he goes on to another activity. He can participate in reading as long as the activity is shorter. Slide 11 - ACCOMODATIONS . . . Provide equal access during instruction and assessments. Reduce or eliminate the effects of a student's disability Do NOT reduce learning expectations. Let’s take a closer look at accommodations. Remember an accommodation provides equal access during instruction or assessment. How does wearing glasses or a hearing device accomplish that? Right they assist the student to take in the information that typical students perceive naturally. Note a cochlear implant is usually not provided by the school because it is viewed as a personal medical device. In this case both the eye wear and the cochlear implant were provided by the student’s parents. But they still level the playing field. Accommodations can be provided by parents (there is nothing in IDEA to prevent that) if they agree and it becomes part of the plan . A related accommodation might be helping the student troubleshoot their cochlear implant or checking to make sure a student doesn’t switch it off towards the end of the day. Slide 12 - EXAMPLE Let’s look at another example of an accommodation, using a pencil versus using a Livescribe pen. Two students are asked to study their spelling words. The student on the left uses a pencil to complete the work. The student on the right has dyslexia. The para-educator names each letter for her while the student traces the words. She can study by tapping the dot at the beginning of each word to check her answer. Actually this accommodation looks like fun and could benefit ALL students who learn by listening and writing. Slide 13 - ACESSS Presentation >> Get Information Response >> Make Sense Of Information, Show What You Know Setting >> Environment Or Conditions Timing Or Scheduling >> Response Time This is a common way for organizing or thinking about accommodations. Presentation Accommodations — Allow students to access or get information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile, and visual. Response Accommodations — Allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer. Setting Accommodations — Change the location in which a test or assignment is given or the conditions of the assessment setting. Involve students in citing examples, selecting examples, or making up an example. Timing and Scheduling Accommodations—Increase the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized Slide 14 YES/NO EXAMPLES Let’s apply what we’ve learned so far by answering some yes/no questions about accommodations. Is this an example of an accomodation? Increasing the font size on the page? YES Seating in the front of the class? NO Doing only every third math problem? YES Using a visual schedule? YES Highlighting important words? YES Working 1-1 with an aide? NO Wearing eyeglasses? YES Using errorless learning? NO Did you get these same answers? Slide 15 - THINK OF AN EXAMPLE - WHAT CAN WE DO TO SUPPORT THAT LEARNING ACTIVITY? Now let’s see if you can think of some accommodations that might help level the planning field for a student. Pick a learning activity from column 1. Pick a situation from column 2. Suppose your student struggles with this learning activity because of a disability (Pick one). Come up with an example of an accommodation that we can use in the general education classroom to support that student to get information, to respond, to handle the demands of the classroom or to meet timelines. Column 1: STUDENT NEEDS TO Organize Remember Listen Observe Start And Stop Self Direct Understand Engage Work Together Column 2: IN THIS CONTEXT Homework Math Reading Science Discussion Writing Music Sports Keyboarding Some questions to consider: What if that doesn't work? Then what? What if the student doesn't see or hear? What if the student has an intellectual disability? What if the student is discouraged? Slide 16 - RULES Must provide what is in the IEP or 504 Plan Must be the same for classroom instruction classroom assessments and state assessments Some special rules apply during state assessments There are some basic rules that apply when creating or using accommodations for students. Our purpose here is not to explain all the rules in detail but to make you aware that schools and teams are responsible and have policies and rules about the planning and decision-making process. We recommend that you become aware of what you need to know about the rules for providing accommodations and modifications by checking with the case manager, teacher, principal etc depending on your situation. Slide 17 - TRUE OR FALSE? So let’s see what we’ve learned so far. True or False (Click on the question mark to find the answer) Accommodations and modifications are required only for students with disabilities under IDEA? Slide 18 - ANSWER FALSE – We are also required to provide accommodations to students with 504 plans that specify accommodations. Did you answer false? A student with diabetes might not have a disability under IDEA but may have for a 504 plan to help him benefit from the regular education curriculum. In this example, a paraeducator reads the accu-check for a first grade student who doesn’t have number concept, at this level. Slide 19 - TRUE OR FALSE? Accommodations change the playing field by modifying the learning curriculum? Slide 20 - FALSE Accommodations do modify the playing field but they do not modify the learning curriculum. Students are given diverse ways to get or share information but the content remains the same. Slide 21 - MODIFICATIONS Change, lower, or reduce learning expectations Might increase the gap between the achievement of students with disabilities and expectations for proficiency at their grade level Modifications are more restrictive than accommodations but less restrictive than an alternate placement. When a student receives 1-1 instruction in the regular classroom apart from the learning group we are modifying the curriculum unless all the other students are learning that way too. Why? The student misses out on the richness of the learning group which changes the learning dynamics and the information (examples) given. In our attempts to simplify information or reduce distractions or provide more support we may make it more difficult to achieve high standards. How would you overcome that problem? Slide 22 - ALTER Content knowledge Difficulty Goals Methods As a general rule, Modifications alter the curriculum; while enrichment tends to add to or mix up content. General education teachers typically provide enrichment activities. Modification is less likely unless they are working with a student with special needs. A student who reads the book and watches the movie may be getting enrichment. A student who does not read but who watches the movie is getting a modification. Slide 23 - EXAMPLE Example 1 Mouse Mom sat down on the couch. Her house seemed so peaceful. "This is exactly what I like," thought Mouse Mom. "I'll just sit here and think." But it was lonely. Mouse Mom could only think about her children. Example 2 Mom Mouse sat down. It was quiet. “I like this,” she said. Mom was lonely. “Where are my children?” Here is an example of a modification to a story. The content on example 1 is written at an ending first grade reading level. The content on example 2 simplifies the sentences using very basic vocabulary. The student gets to read the same story at a slightly easier reading level. Making these types of modifications is usually time consuming. Slide 24 - EXAMPLE Takes U.S. history 10th grade Reduce # of readings from 7 to 3 Provide selections written at 6th grade reading level Make readings available on tape Review content 1 day ahead to prepare for class Called on for any of 3 reviewed questions Word bank for tests This is an example of a high school student who is taking a core subject with his peers. The modifications he receives are included. Slide 25 - MODIFICATIONS Modifications involve changing the content, the instructions or the educational outcomes. Here are some examples of modifications for a student with an intellectual disability who is placed in a third grade classroom. Modified content >> Fred studies spelling words associated with a favorite recipe Modified instructions >> Fred learns a social story for taking turns in group Modified outcomes >> Fred is expected to master 5/15 spelling words Slide 26 - YES/NO EXAMPLES Let’s see what we’ve learned so far. Modifications change instruction, they don’t give access to it. Is this a modification? Using errorless learning? YES Doing only every third problem in math? YES Reading the first sentence in every paragraph? YES Working 1-1 with an aid to do the science experiment? YES Going to the library with a peer? NO Providing the student with a reward for effort? MAYBE Writing a poem instead of an essay? YES Did you get these answers? Providing students with rewards may modify the curriculum if the rewards are more frequent than those received by other students. Some students need this kind of modification. Slide 27 - UNIVERSAL DESIGN FOR LEARNING When we plan accommodations or modifications we want to use principles of UDL or Universal Design for Learning. Recognition Networks - The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Present information and content in different ways Strategic Networks - The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks Differentiate the ways that students can express what they know Affective Networks - The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions Stimulate interest and motivation for learning These examples are taken from the CAST website. They are another way of organizing or thinking about accommodations or modifications. Let’s look at these closely in the next few slides. Slide 28 - RECOGNITION NETWORKS - The “What” of Learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks Present information and content in different ways Recognition networks differ in different children. Learners have preferences. Most learners who read prefer a combination of pictures and text. Most learners with limited reading skills prefer photos. Students can respond to the same information if it is presented in another way. Demonstrate the concept step by step Write it out as a formula Present it through a graph Read it out loud or silently Look at a video Use texture Study an example Discuss the topic Highlight key ideas in color Slide 29 - STRATEGIC NETWORKS - The "How" of Learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks Differentiate the ways students can express what they know Diverse learners learn to make sense of concepts or content by manipulating them in different ways. How could students show their knowledge of a science lesson on electricity. Write a report Make a fact sheet Conduct on experiment Put together a video or power point Solve a formula Take a multiple choice test Slide 30 - AFFECTIVE NETWORKS - The "Why" of Learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions Stimulate interest and motivation for learning Diverse learners respond to different attempts to engage or interest them in learning. Visuals Color Rewards Music Meaning or results Challenge Nurtured Heart Approach Slide 31 - PLANNING AIM Navigator The AIM Navigator is a robust online application that facilitates the process of decision-making about accessible instructional materials for an individual student by IEP or other decision-making teams. Slide 32 - PLANNING PYRAMID The planning period is often used to help teachers and IEP teams visualize how to plan for diversified learning when modifications are necessary. The Planning Pyramid is a framework for planning for diverse student needs and a tool for planning for differentiated instruction in general-education classrooms. It is based on the idea that all students can learn, but not all students learn at the same pace. The Pyramid is composed of five points of entry and three degrees of learning. There are five points, or axes, of the Pyramid, which represent the factors teachers consider when planning any lesson: - The Topic - The Students - The Classroom Context - The Teacher - and Appropriate Instructional Practices The points of entry are interrelated and interdependent and have a strong impact on lesson planning. Using the insights gained from teacher reflection about the points of entry, teachers next determine what will be taught and how. The degrees of learning help teachers think through the content of a lesson (as in, what concepts or skills are to be learned) and think about appropriate instructional practices to help all students learn. The teacher first identifies these key concepts or skills and then categorizes the content in terms of three degrees of learning: What all students will learn – represented by the base of the Pyramid What most, but not all, students will learn – represented by the middle of the Pyramid What some students will learn – represented by the top of the Pyramid Slide 33 - OTHER CONSIDERATIONS We don’t want to bring negative attention We don’t want to create a sense of entitlement We don’t want to foster dependency We don’t have all the $$$ in the world We have new teachers and team members We want to be fair to all the students We want to respond to student comments We want to have high expectations for all students Providing accommodations and modifications challenges us to ask ourselves what is necessary; what is fair, what is important. Slide 34 - DISCUSSION Do you think we should use accommodations and modifications? Being fair doesn’t mean that every person has the same thing. It means that every person has what he or she needs. Slide 35 - A PLAN FOR MY CHILD Use a graphic organizer. In the center – write the subject that is difficult for your child. Be specific. In the shapes around the center, write ideas that might help your child get information, participate be motivated or study better. Slide 36 - LEARN MORE Check out our collection of resources on this topic! Visit the links on the accompanying page to learn more. On this page you can find additional resources on this topic if you’d like to learn more about Accommodations and Modifications. Slide 37- PATHFINDER SERVICES OF ND 701.837.7500 info@pathfinder-nd.org www.pathfinder-nd.org Be sure to visit our knowledge center and web site to find information on other important topics. We encourage you to involve and support parents in planning accommodations.