Soulsville Presentation 72010


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Strategies for Accommodations and Modifications in the IEP and classroom

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  • The simple answer is: No, not completely, but yes, for the most part. (Don't you love a clear answer?) People tend to use the terms interchangeably, to be sure, and we will do so here, for ease of reading, but distinctions can be made between the terms
  • Basically accommodations allow students to complete the assignment or test as their typical peers with assistance to overcome or work around the disability or learning challenge. Accommodations do not significantly alter what the test or assignment is designed to measure.
  • Modifying without awareness can increase the achievement gap between children with learning disabilities and their typical peers. After the proposed modifications, are the students assessment ready?
  • Universal Design Co-teaching Inclusion All rooted in Differentiated Learning framework
  • Soulsville Presentation 72010

    1. 1. Accommodations & Modifications The Elephant in the Room… Presentation for Soulsville Charter School In-Service July 22, 2010 Jacqueline Roebuck Sakho, MA STEP, Inc. Regional Coordinator, West TN © 2010, STEP, Inc.
    2. 2. STEP, Inc. Support and Training for Exceptional Parents Our mission is to empower parents to become effective partners with professionals in planning appropriate educational programs for their children. East, TN Middle, TN West, TN 423.639.2464 615.463.2310 901.726.4334 [email_address] [email_address] [email_address] Parent Information Line: 800.280.7837 TDD: 423.639.8802 Español: 800.975.2919
    3. 3. What? Learning Outcomes <ul><li>Named the function of Accommodations and Modifications </li></ul><ul><li>Identified the differences with Accommodations and Modifications </li></ul><ul><li>Explored assessing and documenting Accommodations and Modifications </li></ul><ul><li>Applied Accommodations and Modifications in the IEP </li></ul><ul><li>Explained Differentiated Instruction </li></ul><ul><li>Named Behavior Manifestation requirements </li></ul><ul><li>Applied strategies to address common disruptive behaviors </li></ul><ul><li>Discussed designing Action Plans and Task Analysis Tools </li></ul><ul><li>Explored how to engage parents in the IEP/504 process </li></ul><ul><li>Explored how to assist students with developing self advocacy skills </li></ul>
    4. 4. A Quick Look at Terminology “ you say tomatoe, I say tomato…” <ul><li>Accomodations </li></ul><ul><li>Modifications </li></ul><ul><li>Supports </li></ul><ul><li>By definition, special education is &quot;specially designed instruction&quot; (§300.39). And IDEA defines that term as follows: </li></ul><ul><ul><li>   (3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction — </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>   (i) To address the unique needs of the child that result from the child’s disability; and </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>   (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. [§300.39(b)(3)] </li></ul></ul>
    5. 5. Accomodations <ul><li>Timing </li></ul><ul><li>Formatting </li></ul><ul><li>Setting </li></ul><ul><li>Scheduling </li></ul><ul><li>Response and/or Presentation </li></ul><ul><li>Give answers orally </li></ul><ul><li>Provide summary of chapter </li></ul><ul><li>Alternative to written assignment (clay models, panorama’s, posters, video, etc.) </li></ul><ul><li>Provide print copy of assignments and directions that are written on the board </li></ul><ul><li>Develop individualized rules for student </li></ul><ul><li>Create task analysis worksheets for students </li></ul>
    6. 6. Modifications <ul><li>Adjust assignment or test </li></ul><ul><li>Alter curriculum </li></ul><ul><li>Changing, Reducing or lowering expectations </li></ul>
    7. 7. Let’s Listen to Technology
    8. 8. Modifications <ul><li>Grade level curriculum adapted to student’s reading and/or comprehension level </li></ul><ul><li>Audiotape lectures or books </li></ul><ul><li>“High Expectations” altering where needed </li></ul><ul><li>Video of books or lectures </li></ul><ul><li>Reducing difficulty without compromising content </li></ul>
    9. 9. Accomodations & Modifications Documenting and Assessment
    10. 10. Assessment <ul><li>Teacher </li></ul><ul><li>Student </li></ul><ul><li>Parent </li></ul>
    11. 11. Documenting A&M’s <ul><li>IEP </li></ul><ul><ul><li>HOW? </li></ul></ul><ul><ul><ul><li>A&M’s are built from the student’s present levels of educational performance (PLEP) </li></ul></ul></ul><ul><ul><ul><ul><li>The PLEP is a federal requirement in which IEP team members must state “how the child’s disability affects the child’s involvement and progress in the general education curriculum—the same curriculum as non-disabled children” [Sec. 614 (d) (1) (A) (i) (I)]. </li></ul></ul></ul></ul><ul><li>504 </li></ul><ul><ul><li>HOW? </li></ul></ul><ul><ul><ul><li>A&M’s should be documented in the 504 plan using clear and concise language </li></ul></ul></ul>
    12. 12. Documenting A&M’s <ul><li>IEP </li></ul><ul><ul><li>WHERE? </li></ul></ul><ul><ul><ul><li>“ Consideration of Special Factors” [Sec. 614 (d) (3) (B)]. </li></ul></ul></ul><ul><ul><ul><li>This is where communication and assistive technology supports are considered </li></ul></ul></ul><ul><ul><ul><li>“ Program Participation” </li></ul></ul></ul><ul><ul><ul><li>“ Supplementary Aids and Services” [Sec. 602 (33) and Sec. 614 (d) (1) (A) (i)]. </li></ul></ul></ul><ul><ul><ul><li>This area of the IEP includes “aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate </li></ul></ul></ul><ul><ul><ul><li>“ Participation in Assessments” [Sec. 612 (a) (16)]. </li></ul></ul></ul><ul><ul><ul><li>This section of the IEP documents accommodations needed to facilitate the participation of students with disabilities in general state and district-wide assessments. </li></ul></ul></ul>
    13. 13. Review Learning Objectives <ul><li>Named the function of Accommodations and Modifications </li></ul><ul><li>Identified the differences with Accommodations and Modifications </li></ul><ul><li>Explored assessing and documenting Accommodations and Modifications </li></ul><ul><li>Applied Accommodations and Modifications in the IEP </li></ul>
    14. 14. Where are they doing that?! At Soulsville Charter School… of course!
    15. 15. Differentiated Instruction <ul><li>As identified in the literature, differentiated </li></ul><ul><li>instruction is student centered and focuses </li></ul><ul><li>on the learner to determine student </li></ul><ul><li>readiness, interest, and learning profile </li></ul><ul><li>(Tomlinson, et al., 2003) </li></ul>
    16. 16. Differentiated Instruction Figuring out how to differentiate instruction depends on knowing students' learning and thinking styles Smutny, 2003
    17. 17. Assessing Learning and Thinking Styles <ul><li>Observe or interview students to determine interests (books, talking, technology) </li></ul><ul><li>Learning Styles Inventory (auditory, visual, kinesthetic/tactile) </li></ul><ul><li>Learning Preferences (large group, small group, individual) </li></ul>
    18. 18. Examples of Differentiation Strategies <ul><li>Choice Boards </li></ul><ul><li>Tiered Activities </li></ul><ul><li>Learning Contracts </li></ul>
    19. 19. THINK-TAC-TOE Book Report Write two paragraphs about the setting. Write two paragraphs about the main character. Create a Venn diagram comparing and contrasting the introduction to the closing. Dress up as your favorite character and perform a speech telling who you are. Make a poster that shows the order of events in the story. Write a poem about two main events in the story. Write a song about one of the main events. Perform a play that shows the conclusion of a story. Draw a picture of the main character.
    20. 20. <ul><li>Entrée (Select One) </li></ul><ul><li>Draw a picture that shows what happens during photosynthesis. </li></ul><ul><li>Write two paragraphs about what happens during photosynthesis. </li></ul><ul><li>Create a rap that explains what happens during photosynthesis. </li></ul>Diner Menu – Photosynthesis <ul><li>Appetizer (Everyone Shares) </li></ul><ul><li>Write the chemical equation for photosynthesis. </li></ul><ul><li>Side Dishes (Select at Least Two) </li></ul><ul><li>Define respiration, in writing. </li></ul><ul><li>Compare photosynthesis to respiration using a Venn Diagram. </li></ul><ul><li>Write a journal entry from the point of view of a green plant. </li></ul><ul><li>With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. </li></ul><ul><li>Dessert (Optional) </li></ul><ul><li>Create a test to assess the teacher’s knowledge of photosynthesis. </li></ul>
    21. 21. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Assessment Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic. Instruction/ Activity Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Outcome/ Objective Advanced Intermediate Beginning
    22. 22. Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date ___/___/___ Teacher signature: ________________________________ Date ___/___/___
    23. 23. Behavior…
    24. 27. What are some common behaviors? The LD Student
    25. 28. Chronic Behaviors for LD Students <ul><li>Calling out </li></ul><ul><li>Not listening/following instructions </li></ul><ul><li>Retaining Information </li></ul><ul><li>Forgetfulness </li></ul><ul><li>Lack of preparation </li></ul><ul><li>Hyper-focused </li></ul><ul><li>Social Skills Deficits </li></ul><ul><li>Communicating coherently </li></ul>
    26. 29. Behavior Manifestation Determination <ul><li>IEP </li></ul><ul><ul><li>Under §300.530(e), a manifestation determination must occur within 10 days of any decision to change the child’s placement because of a violation of a code of student conduct.  </li></ul></ul><ul><li>504 </li></ul><ul><ul><li>Section 504 disabled students are subject to the same disciplinary action as a non-disabled student, provided that the student’s behavior is not a manifestation of his or her qualifying disability. A 504 Team must conduct a manifestation determination whenever a disabled student is subject to out-of-school suspension for 10 consecutive school days or more. If the 504 Team concludes that the violation is a manifestation of the student’s qualifying disability, the discipline process must end and the 504 Team should review the 504 Plan to determine if changes are appropriate. If the violation is not a manifestation, the student is subject to the same disciplinary action that any non-disabled student would receive for the same violation. </li></ul></ul>
    27. 30. Pro-ventative Strategies <ul><li>What can we do FOR the child PRIOR to the behavior instead of what do we DO TO the child AFTER the behavior has occurred… </li></ul>
    28. 31. Behavior Strategies <ul><li>Executive Function (deficits in organizing, planning, remembering, etc.) </li></ul><ul><ul><li> </li></ul></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Social Autopsy </li></ul><ul><ul><li> </li></ul></ul><ul><li>Mental Maps </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Task Analysis </li></ul><ul><li>Multisensory tools </li></ul><ul><ul><li> </li></ul></ul><ul><li>Develop Strengths </li></ul>
    29. 32. Task Analysis <ul><li>Objectives are measurable behaviors/tasks </li></ul><ul><li>Drilling down to individual steps </li></ul><ul><li>Sequencing the steps </li></ul><ul><li>Does the student have the skills to complete each step? </li></ul>
    30. 33. Executive Function <ul><li>Getting started and finishing work </li></ul><ul><li>Remembering homework </li></ul><ul><li>Memorizing facts </li></ul><ul><li>Writing essays or reports </li></ul><ul><li>Working math problems </li></ul><ul><li>Being on time </li></ul><ul><li>Controlling emotions </li></ul><ul><li>Completing long-term assignments </li></ul><ul><li>Planning for the future  </li></ul><ul><li>&quot; Executive Function...What is This Anyway &quot;, Cynthia Dendy </li></ul>
    31. 34. Questions? Reflections?