Presented by Jennifer Yuen and Joe Fisher

Anticipation Guide1. What is the difference between an

accommodation and a modification?

2. Describe 3 accommodations and 3 modifications that you can make to your lesson plans.

2. On a scale of 1 to 10, what is your comfort level in implementing the accommodations and modifications as listed in your students’ IEPs?

Objectives:To outline the roles and responsibilities of the

special education teacher, general education teacher, and paraprofessionals as they pertain to providing curriculum to special education students in the general education classroom as dictated by Chicago Public Schools

To provide teachers with information, examples of and resources as they relate to the implementation of accommodations and modifications as mandated in Individualized Education Plans

To identify effective collaboration between the general education and special education teachers in the best interests of each student

IDEA 2004 and Individualized Education PlansSection 300.323 (d) of IDEA 2004

Accessibility of child's IEP to teachers and others. Each public agency must ensure that--(1) The child's IEP is accessible to each regular education teacher, special educationteacher, related services provider, and any other service provider who is responsiblefor its implementation; and(2) Each teacher and provider described in paragraph (d)(1) of this section isinformed of--

(i) His or her specific responsibilities related to implementing the child's IEP;

and(ii) The specific accommodations, modifications, and supports that

must beprovided for the child in accordance with the IEP.

Framework for Teaching Guidelines

Role and Responsibilities of the Special Education Resource Teacher*Implementing the IEP - providing direct instruction

and consultative services in the appropriate setting for the prescribed minutes as outlined in the IEP

Collecting evidence of progress toward benchmarks and goals

Assessing, reviewing and documenting on IEP Progress Report the student’s progress each quarter

Communicating with other service providers, including general education teachers, on a regular basis

Documenting service deliveryEstablishing and maintaining effective and positive

communication with parentsInforming case manager if the need for an IEP revision is

neededMaintaining and protecting student’s right to

confidentiality

*Partial list. See http://www.cpsdiverselearner.org/index.php?option=com_content&view=article&id=1924&Itemid=819 for full list of role and responsibilities

Role and Responsibilities of the General Education Teacher*Implementing the IEP - providing accommodations and

modifications in accordance with the IEPSharing information regarding the effect of accommodations

provided for the student in the general education classroom during the previous school year

Making recommendations for continuation of those accommodations

Collaborating with the special education teacher, related service providers, and other teachers about meeting the student’s needs and implementing the IEP

Establishing and maintaining effective and positive communication with the parents

Assessing the student’s progress on a regular basis (at least quarterly)

Informing the case manager if the need for an IEP revision is needed

Maintaining and protecting student’s right to confidentiality

*Partial list. See http://www.cpsdiverselearner.org/index.php?option=com_content&view=article&id=1924&Itemid=819 for full list of role and responsibilities

Role and Responsibilities of the Paraprofessional * Keeping anecdotal records as instructed by the teacher Under the direction of the teacher implementing modifications and

accommodations and other educational or behavioral strategies used in the classroom

Providing feedback to the teacher about modifications/accommodations and other educational or behavioral strategies used in the classroom

Assisting the teacher in gathering documentation such as assessment data, work samples, observations and reports from general education teachers

Supporting the student with disabilities in the general education curriculum with activities as assigned by the teacher

Supporting the student in the use of technology in the classroom Collaborating and communicating with appropriate school personnel about

the needs of students with disabilities Employing techniques, interventions, modifications and accommodations to

meet the individual needs of students with disabilities under the direction of certified school personnel

Working with a variety of students who may have diverse learning needs Providing support and offer comments to the teacher regarding the student’s

response to strategies that have been used in instruction or behavior management

Maintaining and protecting student’s right to confidentiality*Partial list. See http://www.cpsdiverselearner.org/index.php?option=com_content&view=article&id=1924&Itemid=819 for full list of role and responsibilities

AccommodationPurpose: To level the academic playing field

by reducing or eliminating the impact of a student’s disability through changes in how the general curriculum is taught

Definition: An instructional or assessment adaptation that allows a student to demonstrate what he or she knows without fundamentally changing the target skill that’s being taught in the classroom or measured in testing situations.

Examples of AccommodationsPresentation of Curriculum and Materials:

Scheduling and Time Allowed for Assignments:

Additional or adjusted time for assignments

Rest breaksFollow a routine or

scheduleTeach time management

skillsAlternate quiet and

active time

Review of and/or highlighted directions Review sessions Personalized and/or concrete examples Large print textbooks Books on tape Textbooks for at-home use Graphic organizers Use of mnemonics Hands-on activities Provision of notes or outlines Use of manipulatives Support auditory presentations with

visual aids Study sheets and teacher outlines Extra visual and verbal cues and

prompts Varied reinforcement procedures Immediate feedback/Work-in-progress

check

Examples of Accommodations (cont.):Classroom Setting: Student Response

Alternatives: Preferential seating Alteration of the classroom

arrangement Use of computers and

calculators Reduction of distractions Use of a study carrel Assistance in maintaining

uncluttered space Quiet corner or room to calm down

and relax when anxious Verbal and visual cues regarding

directions and staying on task Agenda book and checklists Space for movement or breaks Visual daily schedule A locker with adapted lock

Answers to be dictated Have student restate

information No penalty for spelling

errors or sloppy handwriting

Adaptive writing utensils

Peer or scribe note-taking Graph paper to assist in

organizing or lining up math problems

Accommodations for Subject-Area Assessments Answers to be dictated Read test and directions to student Frequent rest breaks Provide study guides prior to tests Additional time Highlight key directions Oral testing Test in alternative site Untimed tests Use of calculator or word processor Choice of test format (multiple-choice, essay, true-false) Extra credit option Alternate ways to evaluate (projects or oral presentations instead of

written tests) Accept short answers Preview test procedures Open-book or open-note tests Simplified test wording; rephrased test questions and/or directions

ModificationPurpose: To enable students to compensate

for more significant intellectual, physical and behavioral challenges while providing as much curriculum access as possible.

Definition: An instructional or test adaptation that reduces performance expectations of the student

Modifications to the Curriculum and Subject- Area AssessmentsAllow outlining, instead of writing for an essay or

major projectProjects instead of written reportsUse of alternative books or materials on the topic being

studiedHighlighting important words or phrases in reading assignmentsComputerized spell-check supportModified workload or length of assignments/testsWord bank of choices for answers to test questionsModified time demandsProvision of calculator and/or number line for math tests

Pass/no pass optionFilm or video supplements in place of reading textModified grades based on IEPReworded questions in simpler language

General Behavior Modification Breaks between tasksUse peer supports and mentoringCue expected behaviorModel expected behavior by adultsDaily feedback to studentHave parent sign homeworkHave contingency plansHave parent sign behavior chartUse de-escalating strategiesSet and post class rulesUse positive reinforcementChart progress and maintain dataUse proximity/touch control

Implications of Not Providing Accommodations and ModificationsIEPs drive a diverse learner’s educations, and

thus, if students are denied services mandated in their IEP, the following will occur:Reduced engagementReduced content learningFailure grades not an optionIncreased behavior issuesImpact upon teacher evaluationImpact upon school standingDue process

Access to Individualized Education Plans and ResourcesThere are a three ways in which you can access the

accommodations and modifications for each student: Diverse Learning Team

Joe Fisher David Lee Liz Pike Jen Yuen

Homeroom teacher SSM

All teachers have access to the Student Services Management link on IMPACT- http://impact.cps.k12.il.us/

Resources on the Wikispace Websites Documents This presentation

Resources Office of Diverse Learner Supports & Services- (click on the

“Support and Services” tab) www.cpsdiverselearner.org

National Center for Learning Disabilities www.ncld.org

Illinois State Board of Education- www.isbe.net/spec-ed

Smart kids with Learning Disabilities- www.smartkidswithld.org

Office of Special Education Programs- www.osepideasthatwork.org

Individuals with Disabilities Education Act- www.idea.ed.gov

Final Thoughts…We realize that you have a lot on your plate

and that, for some of you, this is overwhelming, but our students (all of them) count on us to make curriculum accessible to them. And for some children, particularly in the middle school, teachers can make or break confidence and engagement in school. If we give them the tools to be successful now, they will have a foundation for greater success in high school and beyond.

So Where Do We Go From Here?What concerns or questions do you

have for us regarding accommodations and modifications?

A/M, Part II at 3:00 on November 21Bring to PD- Student assignment or

something that you do routinely in class that shows accommodations and/or modifications

Exit slip

Acknowledgements We would like to thank the following people for their

assistance and contributions to this professional development presentation: Macqueline KingLisa AllenKristen PancermanKate SloanDavid LeeElizabeth PikeBrad BalofJoanna Gomez