Professional Development to Practice Using Accommodations Modifications for

Professional Development to Practice Using Accommodations & Modifications for Inclusionary Practices This work is licensed under a Creative Commons Attribution-Non. Commercial-No. Derivatives 4. 0 International License. The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you 4

Professional Development to Practice Introductions v Who am I? v Who are you? 5

Professional Development to Practice Acknowledgments Special thanks to all contributors to the development of this module. Tricia Buchanan, St. Louis RPDC Marcia Clark, Southeast RPDC Joy Fairley, UMKC RPDC Joetta Walter, Northeast RPDC Tiffany Smith, Southeast RPDC Nancy Thomas, DESE Thank you!

Professional Development to Practice Expectations • Be Respectful • Be an active listener • Use notes for side bar conversations • Be Responsible • Be on time for sessions • Silence cell phones—reply appropriately • Be a Problem Solver • Ask questions as needed to clarify concepts or directions 7

Professional Development to Practice Table of Contents Introductory Activities Guiding Understandings Selecting Accommodations Implementing Accommodations Evaluation Accommodations Student Involvement in the Accommodations Process Closing Activities 8

Professional Development to Practice Introductory Activities The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Pre-test 10

Professional Development to Practice KWL 1. What do I already know about Accommodations and Modifications? 2. What do I want to know about Accommodations and Modifications? 11

Professional Development to Practice Pre-Reading Activity

Professional Development to Practice Guiding Understandings The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Learning Objectives As a result of today’s learning you will be able to. . • Identify the process of adapting curriculum, instruction, and assessment. • Identify the similarities, differences, and connections between adaptations of curriculum, assessment and instruction. • Apply accommodations and modifications to your curriculum, instruction and assessment practices. 14

Professional Development to Practice Essential Questions 1. What is the purpose of accommodations and modifications for instruction and assessment? 2. What is the difference between accommodations and modifications? 3. What is the process for selecting, implementing and assessing the use of accommodations and modifications for instruction and assessment? 4. Who is responsible to provide accommodations and modifications for instruction and assessment? 15

Professional Development to Practice Curriculum and Instruction for All q. Adapting—making the curriculum accessible for all students “Effective teachers can adapt or q. Interventions differentiate instruction for all q. Accommodationsstudents by using some basic problem-solving techniques that q. Modifications involve quickly identifying the issue, generating alternative solutions, and trying one or two to see if they work. ” –Jeffrey Sprague (Sprague, 2012, p. 3)

Accommodations, Modifications, and Interventions… What’s the difference? Professional Development to Practice Interventions Accommodations Modifications 17

Professional Development to Practice Modifications or Accommodations? You Decide!! • In your packet, you have a handout with the word, Accommodation on one side and Modification on the other side. • Presenter will read a statement. • When the presenter cues you, hold up the side you think is correct. 18

Professional Development to Practice Accommodation or Modification? • Jack will have shorter writing assignments. He must write introductory paragraph while the rest of the class will write beginning, middle, and ending paragraphs. • Sean’s textbooks will be based on the 8 th grade curriculum requirements, but at his independent reading level (4 th grade). Sean will use the same content and have the same expectations as peers. • La. Quiesha will have test questions read to her, when she asks. • Chloe will provide answers to only 2 out of the 5 essaytype questions by speaking the answers, rather than writing them down.

Professional Development to Practice Accommodations level the playing field, but do not move the goal post. Modifications bring the goal post closer or makes it shorter.

Professional Development to Practice IDEA Mandates By providing accommodations and modifications schools are providing students with disabilities access to a free, appropriate public education (FAPE) in the least restrictive environment (LRE). (Tomlinson, 2012) *Always refer to the most current state regulations regarding special education compliance guidelines for selecting accommodations and modifications for instruction and assessment.

Professional Development to Practice Misunderstood Minds: Simulation Activity http: //www. pbs. org/wgbh/misunderstoodminds /experiences/attexp 2 b. html

Professional Development to Practice Misunderstood Minds: Simulation Activity At your table discuss the results of the Simulation activity and answer the following question. 1. Was the participant able to follow the instructions? Why or why not? 2. How is this activity related to today’s topic? 3. Be prepared to share out. 23

Professional Development to Practice Benefits to Students Accommodations and modifications allow students with disabilities • to learn in the general education classroom with their peers. • have access to the general education curriculum. • experience meaningful classroom instruction and assessment. 24

Professional Development to Practice Benefits to Teachers q. Creates a learning environment where teachers hold high expectations of all students q. Provides support for designing specialized instruction for the IEP (e. g. , reading skills, math skills, life skills) q. Increases teachers’ capacities for using accommodations and modifications across content and standards

Professional Development to Practice Selecting Accommodations for Instruction and Assessment The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you 26

Professional Development to Practice What is the purpose of school?

Professional Development to Practice Accommodations Connections The use of accommodations is linked through each of these areas: Classroom Instruction Classroom State & Assessment District s Assessments Content Standards 28

Professional Development to Practice Accommodation Connections Universal Design for Learning Differentiated Instruction Accommodations --- -- -- --- --Modifications

Professional Development to Practice Selecting Accommodations Data from multiple sources guides the selection of accommodations: q student assessments q present level of performance q teacher-documented observations q Missouri Learning Goals and Standards 30

Professional Development to Practice Selecting Accommodations The IEP Team collaborates to: • Analyze the data collected to determine student learning needs • Determine accommodations • Determine criteria to evaluate the accommodation • Align accommodations with components of the IEP *Collaboration between general and special educators is key 31

Professional Development to Practice Selecting Accommodations: Activity Accommodation Categories ØRepresentation or Administration ØResponse or Expression ØSetting ØTiming/Scheduling 32

Professional Development to Practice Reflection: Questions to Consider • Review the Questions to Consider Handout • Discuss with a Table Partner • Determine other possible questions that would be important for guiding the selection of accommodations • Be prepared to share out

Professional Development to Practice Guided Practice Activity Case Scenario: Amaya is a 4 th grade student who met eligibility criteria as a student with an intellectual disability in second grade. She spends most of the time in a self-contained classroom, but also participates in the general education classroom. This year her 4 th grade teacher has been having her participate in spelling tests. As a result, Amaya has received a failing grade in spelling as she has had poor outcomes on the majority of üspelling tests. Do you have enough information to determine what accommodations/modifications are needed? ü If not, determine what type of information or data will be helpful for the team to make decisions.

Professional Development to Practice Addressing Amaya’s Needs q Follow recommendations for selecting accommodations • Present spelling words that have similar patterns • Analyze data • Have Amaya select • Determine accommodations spelling words from a • Determine criteria to word sort; circle or evaluate highlight the spelling • Align with IEP words • Chunk the spelling test into smaller testing q Consider Types of increments throughout Accommodations that the day might work best for Amaya • Don’t grade the spelling

Professional Development to Practice Case Scenario: Sam is a 3 rd grade student who has a learning disability in the areas of basic reading skills and reading comprehension. He is currently reading below grade level. When Sam encounters long passages he gets overwhelmed. Are there accommodations or modifications that would address Sam’s needs? If so, what, how, when, and who is involved?

Professional Development to Practice Addressing Sam’s Needs q Follow recommendations for selecting accommodations • Sam can identify main idea and details within a paragraph provided while • Analyze data the class will identify the main idea and details in • Determine type of the whole story. accommodation all teachers will use and the criteria to evaluate • Align with IEP q Consider Types of Accommodations • Sam can answer question cards: identify the main idea and supporting details

Professional Development to Practice Implementing Planned Accommodations The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Implementing Accommodations Teachers will: q Support the student in learning how to use the accommodation independently. q Document the use of the accommodation; recording where, when, how and who is involved with the use of the accommodation, making sure staff is trained in the implementation of the accommodations. q Consistently implement the accommodation across settings and content areas.

Professional Development to Practice Implementing Accommodations Special considerations for assessments: q. Be certain there is sufficient time for students to master the use of selected accommodations prior to assessments or grading of assignments. For example: classroom assignments, assessments for instruction, district assessments, and state-wide assessments q. Have any materials needed for the accommodations prepared in advance.

Professional Development to Practice Documenting Accommodations q. Document accommodations on the IEP in detail, and in the appropriate places. q. Document accommodations, for students that use accommodations/modifications in the substitute folder.

Professional Development to Practice Case Scenario: Jason has success completing in -class assignments and assessments when his teacher provides him with large print materials. The teacher decided to do this because she observed that Jason’s comprehension improved along with his Examine the process for determining and implementing efficiency in completing tasks. accommodations. Did the teacher follow the regulations and recommendations? Why or why

Professional Development to Practice Evaluate Accommodations The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you 43

Professional Development to Practice Why Evaluate the Use of Accommodations? q. Optimize and ensure the student’s participation and success in the curriculum, instruction and assessments. q. Use data to monitor the impact of the accommodation on student learning. q. Determine the continued implementation of the accommodation. 44

Professional Development to Practice Evaluate Accommodations q. IEP team reviews the data documenting the effectiveness of the accommodation q. For example: IEP, formative assessments, rubric, charts, tables, etc. q. Compare student data with and without the accommodation ü Use guiding questions to help your review

Professional Development to Practice Evaluation Accommodations Based on the review, decide whether the student should: • Continue using an accommodation(s) “as is” • Make changes to the accommodation(s) • Determine how the accommodation is faded out • Have an accommodation discontinued • Add accommodation(s) 46

Professional Development to Practice Reflection: Questions to Consider • Review the Questions to Consider Handout • Discuss Evaluating Accommodations with a table partner • Determine other possible questions that would be important for guiding the evaluation of accommodations • Share out

Professional Development to Practice Case Scenario: Dominic is a high school student who has an identified intellectual disability. In his Algebra class, Dominic often makes mistakes when multiplying or dividing large numbers with decimals. After documenting classroom observations and collecting in-class and homework examples of Dominic’s work, his teacher suggested that he use a calculator. Since using this tool, Dominic is having more success in arriving at correct answers, and solving complex math problems. Is there enough evidence to determine the effectiveness of the accommodation? Was the process followed? What other accommodations might have been considered?

Professional Development to Practice Addressing Dominic’s Needs q Follow the process for selecting and implementing the accommodation q Follow the process to evaluate the accommodation Other Ways to Address Dominic’s Needs: • Provide him graph paper • Provide him with class notes with an example question available for student • Provide procedures explaining the step by step process • Peer tutor • Teacher monitors Dominic’s progress and checks his inclass work after every 2 -4

Professional Development to Practice Student Involvement In the Accommodation Process The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice Involve Students • Involve students in selecting, using, and evaluating accommodations. • The more input students have in selecting their accommodations, the more likely the accommodations will be used. • Students should see accommodations as adding value to their daily life—not only in school—but for postsecondary, career, and community life. Missouri Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities, Revised October 2009, by the Department of Elementary and Secondary Education Division of Special Education. 51

Professional Development to Practice Student Self-Advocacy 1. Is the student able to utilize accommodations to access the curriculum easily and confidently, understand why the need to utilize accommodations, can ask for them when necessary? 2. Is the student able to share if they feel the accommodations are not effective, ie: needs to be changed either by adding or taking away? 52

Professional Development to Practice Closing Activities The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H 323 A 120018). However, these contents do not necessarily represent the policy of the US Department of Education, and you

Professional Development to Practice KWL Handout üList 4 new things you gleaned about Accommodations and Modifications from today’s presentation. üShare with a table partner. 54

Professional Development to Practice Profile/Fidelity Checklist

Professional Development to Practice Post-test st -Te Post 56

Professional Development to Practice Quiz Answers 1. Who is responsible for providing accommodations and modifications for instruction and assessment? a. b. c. d. Special Education teachers General Education teachers Educators working with the student Assessment coordinators

Professional Development to Practice Quiz Answers 2. Which statement is true in regard to accommodations? a. Educators use accommodations to change the grade level expectations for the student. b. Educators use accommodations to provide equitable access to grade level curriculum. c. Educators should give all students the same accommodations so it is fair. d. Educators only provide accommodations within self-contained classrooms for students with special education needs.

Professional Development to Practice Quiz Answers 3. Who is responsible for selecting and evaluating accommodations and modifications for instruction and assessment? a. b. c. d. Members of the IEP team Parents only Administrators only Special Education teachers only

Professional Development to Practice Quiz Answers 4. Which statement is true in regard to modifications? a. Modifications change, lower, or reduce academic expectations. b. Modifications are appropriate for all students. c. Modifications should be used rarely because they are not fair for the rest of the class. d. Modifications are used in assessment conditions only.

Professional Development to Practice Quiz Answers 5. Why are accommodations and modifications utilized for students? a. To make teaching easier for teachers b. To make sure all students earn good grades c. To allow for equal access to curriculum, instruction, and assessment activities that general education students have access to d. To provide students with equal instructional access to the curriculum

Professional Development to Practice Additional Resources Missouri Department of Elementary and Secondary Education https: //dese. mo. gov/special-education/compliance/individualized-educationprogram-iep http: //dese. mo. gov/sites/default/files/se-accomodations-modificationsinterventions. pdf The IRIS center of Vanderbilt Peabody College http: //iris. peabody. vanderbilt. edu/module/acc/ Missouri Developmental Disabilities Council http: //www. moddcouncil. org/? page_id=1876 PACER CENTER http: //www. pacer. org/publications/pdfs/ALL 15. pdf

Professional Development to Practice Q & A ? ? ?

Professional Development to Practice Coaching Contact q. Presenters add your contact information here