Susan Colvin 2011 SMCPS Susan Colvin 11/2011. How comfortable are you with making modifications for...

Susan Colvin

2011

SMCPS

Susan Colvin 11/2011

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?


• 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)


• 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 daysSusan Colvin 11/2011

What is the most common testing accommodation you have seen required in your classroom?

Do you think it has been effective?


• 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


• 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


• 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


• 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)


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)


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


What modifications have you used or seen used the most often?

Do you think they have been effective?


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


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


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


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?


What is most relevant to you that you would like to see focused on for next session?


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.

Susan Colvin 2011 SMCPS Susan Colvin 11/2011. How comfortable are you with making modifications for...

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