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How to Make Accommodations Happen in the Elementary Classroom

How to Make Accommodations Happen in the Elementary Classroom. Tammy Burks and Catherine Prescher. Accommodations: What are they?*. Provisions made in how a student receives information or demonstrates learning Allows a student equal access to learning

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How to Make Accommodations Happen in the Elementary Classroom

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  1. How to Make Accommodations Happen in the Elementary Classroom Tammy Burks and Catherine Prescher

  2. Accommodations: What are they?* • Provisions made in how a student receives information or demonstrates learning • Allows a student equal access to learning • Helps to “level the playing field” so that students can participate meaningfully in the general education curriculum/assessments • Are not intended to provide a student with an advantage over other students • Based on strengths/needs of students • Changes in format, response, setting, timing, scheduling that do not alter in a specific way what the test measures or the comparability of scores • May vary in intensity or degree. *From ESC 20

  3. What is a modification? • A modification is a change in the student’s learning expectations. • Modifications can include a change in grading practices, as well as a change in TEKS and content instruction. • Modifications are generally reserved for students with a significant cognitive disability. Ex: a third grade student with mental retardation may be expected to learn single-digit addition as a pre-requisite for multiple-digit addition.

  4. What does “fair” really mean?

  5. Documentation: do I have to? • Teachers should document when the required IEP accommodations/modifications have been provided. • This can be as simple as writing a note on the student’s work and initialing, or making a note in the electronic grade book. • Documentation is a must (especially if you don’t like angry parents or court!) • Documentation also helps us to know which accommodations/modifications are successful for that child.

  6. When? • Everysingletime! • In the subject for which it is required • On the type of assignment(s)/problem(s) required ex: A student’s IEP requires that mathematics word problems be read aloud – this must be done every time the student encounters a mathematics word problem (not just on a test), even if it’s in the science class!

  7. Who? • General Ed. Teachers are the primary providers of the required IEP accommodations. • Your neighborhood special ed. teacher will be glad to assist you, but she/he should NOT be the only one providing the accommodations. • Para-professionals who work with students can also provide accommodations. • Open communication between all staff working with special ed. students is a must – it helps everyone to ensure that the student is receiving the appropriate accommodations/modifications and that the child is experiencing success.

  8. What could happen if I DON’T accommodate or modify? • You will receive reminders from your friendly special education teacher • Campus and district administrators may be notified • Parents/guardians have the right to file a formal complaint or grievance with your campus, your district, or even TEA • You could be subject to a court hearing or even a LAWSUIT

  9. Do I have to do exactly what is in the IEP? • YES! You must ALWAYS provide the accommodations and/or modifications which are included in the student’s IEP for each subject. • ….and no, sort of: You are not limited to using only those accommodations/modifications in the IEP; you can always provide additional accommodations or modifications that go above and beyond those in the IEP.

  10. What About State Tests? • Any accommodations/modifications for the state or district assessments must be used regularly in the classroom throughout the school year. • Accommodations/modifications for state and district assessments must match those that are documented in the ARD paperwork and have frequently, documented use in the classroom.

  11. Four types of accommodations* • Presentation – allows students to gain information or materials in different formats other than regular print • Response – allows students to complete activities, assignments, assessments by means other than paper/pencil responses • Setting – changes the location in which a test or assignment is given or the conditions of the setting • Timing and Scheduling – increases the normal length of time to complete an assignment or assessment, or changes the way the time is structured. *From ESC 20

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