soulsville presentation 72010

Accommodations & Accommodations & ModificationsModifications

The Elephant in the Room…The Elephant in the Room…

Presentation for Soulsville Charter School In-Service

July 22, 2010Jacqueline Roebuck Sakho, MA

STEP, Inc.Regional Coordinator, West TN

© 2010, STEP, Inc.

STEP, Inc.STEP, Inc.Support and Training for Exceptional ParentsSupport and Training for Exceptional Parents

Our mission is to empower parents to become effective partners with Our mission is to empower parents to become effective partners with professionals in planning appropriate educational programs for their professionals in planning appropriate educational programs for their

children.children.

East, TNEast, TN Middle, TNMiddle, TN West, TNWest, TN423.639.2464423.639.2464 615.463.2310615.463.2310 901.726.4334901.726.4334

[email protected]@tnstep.org [email protected]@[email protected]@tnstep.org

Parent Information Line:Parent Information Line: 800.280.7837 800.280.7837TDD:TDD: 423.639.8802 423.639.8802

Español:Español: 800.975.2919 800.975.2919www.tnstep.orgwww.tnstep.org

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What?What?Learning OutcomesLearning Outcomes

Named the function of Accommodations and Named the function of Accommodations and ModificationsModifications

Identified the Identified the differencesdifferences with with AccommodationsAccommodations and and ModificationsModifications

Explored Explored assessing and documenting assessing and documenting Accommodations Accommodations and Modificationsand Modifications

Applied Accommodations and Modifications in the IEPApplied Accommodations and Modifications in the IEP Explained Explained Differentiated InstructionDifferentiated Instruction Named Named Behavior ManifestationBehavior Manifestation requirements requirements Applied strategies to address common disruptive Applied strategies to address common disruptive

behaviorsbehaviors Discussed designing Discussed designing Action PlansAction Plans and and Task AnalysisTask Analysis Tools Tools Explored how to Explored how to engage parentsengage parents in the IEP/504 process in the IEP/504 process Explored how to assist students with developing Explored how to assist students with developing self self

advocacy skillsadvocacy skills

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A Quick Look at TerminologyA Quick Look at Terminology““you say tomatoe, I say tomato…”you say tomatoe, I say tomato…”

AccomodationsAccomodations ModificationsModifications SupportsSupportsBy definition, special education is "specially designed instruction" (§300.39). And IDEA defines that term as follows:

(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— (i) To address the unique needs of the child that result from the child’s disability; and (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)]

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AccomodationsAccomodations TimingTiming FormattingFormatting SettingSetting SchedulingScheduling Response and/or Response and/or

PresentationPresentation

Give answers orallyGive answers orally Provide summary of Provide summary of

chapterchapter Alternative to written Alternative to written

assignment (clay assignment (clay models, panorama’s, models, panorama’s, posters, video, etc.)posters, video, etc.)

Provide print copy of Provide print copy of assignments and assignments and directions that are directions that are written on the boardwritten on the board

Develop individualized Develop individualized rules for studentrules for student

Create task analysis Create task analysis worksheets for studentsworksheets for students

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ModificationsModifications

Adjust assignment or testAdjust assignment or test Alter curriculumAlter curriculum Changing, Reducing or lowering Changing, Reducing or lowering

expectationsexpectations

Let’s Listen to Let’s Listen to TechnologyTechnology

http://www.youtube.com/watchttp://www.youtube.com/watch?v=RG0ochx16Dgh?v=RG0ochx16Dg

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ModificationsModifications

Grade level curriculum adapted to Grade level curriculum adapted to student’s reading and/or student’s reading and/or comprehension levelcomprehension level

Audiotape lectures or booksAudiotape lectures or books ““High Expectations” altering where High Expectations” altering where

neededneeded Video of books or lecturesVideo of books or lectures Reducing difficulty without Reducing difficulty without

compromising contentcompromising content

Accomodations Accomodations &&

Modifications Modifications

Documenting and AssessmentDocumenting and Assessment

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AssessmentAssessment

TeacherTeacher StudentStudent ParentParent

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Documenting A&M’sDocumenting A&M’s

IEPIEP– HOW?HOW?

A&M’s are built from the student’s A&M’s are built from the student’s present present levels of educational performance (PLEP)levels of educational performance (PLEP)

– 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)].

504504– HOW?HOW?

A&M’s should be documented in the 504 plan A&M’s should be documented in the 504 plan using clear and concise languageusing clear and concise language

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Documenting A&M’sDocumenting A&M’s IEPIEP

– WHERE?WHERE? “Consideration of Special Factors” [Sec. 614 (d) (3) (B)].

This is where communication and assistive technology supports are considered

“Program Participation”

“Supplementary Aids and Services” [Sec. 602 (33) and Sec. 614 (d) (1) (A) (i)]. 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

“Participation in Assessments” [Sec. 612 (a) (16)]. This section of the IEP documents accommodations needed to facilitate the participation of students with disabilities in general state and district-wide assessments.

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Review Learning ObjectivesReview Learning Objectives

Named the function of Named the function of Accommodations and ModificationsAccommodations and Modifications

Identified the Identified the differencesdifferences with with AccommodationsAccommodations and and ModificationsModifications

Explored Explored assessing and assessing and documenting documenting Accommodations and Accommodations and ModificationsModifications

Applied Accommodations and Applied Accommodations and Modifications in the IEPModifications in the IEP

Where are they doing Where are they doing that?!that?!

At Soulsville Charter School…At Soulsville Charter School…

of course!of course!

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Differentiated InstructionDifferentiated Instruction

As identified in the literature, As identified in the literature, differentiated differentiated

instruction is instruction is student centeredstudent centered and and focusesfocuses

on the learner to determine on the learner to determine studentstudent

readiness, interest, and learning profilereadiness, interest, and learning profile

(Tomlinson, et al., 2003)(Tomlinson, et al., 2003)

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Differentiated InstructionDifferentiated Instruction

Figuring out how to differentiate instruction depends on knowing students' learning and thinking styles

Smutny, 2003

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Assessing Learning and Thinking Assessing Learning and Thinking StylesStyles

Observe or interview students to Observe or interview students to determine interests determine interests (books, (books, talking, technology)talking, technology)

Learning Styles Inventory Learning Styles Inventory (auditory, (auditory, visual, kinesthetic/tactile)visual, kinesthetic/tactile)

Learning Preferences Learning Preferences (large group, (large group, small group, individual)small group, individual)

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Examples of Differentiation Examples of Differentiation StrategiesStrategies

Choice BoardsChoice Boards

Tiered ActivitiesTiered Activities

Learning ContractsLearning Contracts

www.k8accesscenter.org

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THINK-TAC-TOEBook Report

Draw a picture Draw a picture of the main of the main character.character.

Perform a play Perform a play that shows the that shows the conclusion of a conclusion of a

story.story.

Write a song Write a song about one of about one of

the main the main events.events.

Write a poem Write a poem about two about two

main events in main events in the story.the story.

Make a poster Make a poster that shows the that shows the order of events order of events

in the story.in the story.

Dress up as Dress up as your favorite your favorite character and character and

perform a perform a speech telling speech telling who you are.who you are.

Create a Venn Create a Venn diagram diagram

comparing and comparing and contrasting the contrasting the introduction to introduction to

the closing.the closing.

Write two Write two paragraphs paragraphs

about the main about the main character.character.

Write two Write two paragraphs paragraphs about the about the setting.setting.


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Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of

photosynthesis.


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BeginningBeginning IntermediateIntermediate AdvancedAdvanced

Outcome/Outcome/ObjectiveObjective

Students will determine a Students will determine a topic and will write a five-topic and will write a five-sentence paragraph with a sentence paragraph with a main idea, three supporting main idea, three supporting sentences, and a concluding sentences, and a concluding sentence.sentence.

Students will determine Students will determine a topic, state a point of a topic, state a point of view, and write two view, and write two paragraphs defending paragraphs defending that point of view.that point of view.

Students will determine a Students will determine a topic, state a point of view, topic, state a point of view, and write an essay of at and write an essay of at least five paragraphs that least five paragraphs that uses multiple sources to uses multiple sources to defend that point of view.defend that point of view.

Instruction/Instruction/ActivityActivity

Students will receive a Students will receive a model of a five-sentence model of a five-sentence paragraph and explicit paragraph and explicit instruction in constructing instruction in constructing the paragraph.the paragraph.As a prewriting activity, As a prewriting activity, students will list their topic students will list their topic and develop a list of at least and develop a list of at least three things that support three things that support their topic.their topic.

Students will receive a Students will receive a model of a persuasive model of a persuasive essay and a graphic essay and a graphic organizer that explains organizer that explains the construction of a the construction of a persuasive essay. persuasive essay. Students will also receive Students will also receive explicit instruction in explicit instruction in writing a persuasive writing a persuasive essay.essay.As a prewriting activity, As a prewriting activity, students will use the students will use the graphic organizer to plan graphic organizer to plan their writing.their writing.

Students will review the Students will review the graphic organizer for a graphic organizer for a persuasive essay. persuasive essay. Students will be given Students will be given explicit instruction in explicit instruction in locating sources and locating sources and quotes for their essays. As quotes for their essays. As a prewriting activity, a prewriting activity, students will use the students will use the graphic organizer to graphic organizer to organize their essay. organize their essay. Students will also compile Students will also compile a list of five sources that a list of five sources that defend their main point.defend their main point.

AssessmentAssessment Students will be able to Students will be able to write a five-sentence write a five-sentence paragraph that successfully paragraph that successfully states and supports a main states and supports a main idea. The paragraph will idea. The paragraph will meet the criteria on the meet the criteria on the state writing rubric.state writing rubric.

Students will be able to Students will be able to state a point of view and state a point of view and successfully defend the successfully defend the idea using two idea using two paragraphs that defend paragraphs that defend the point of view using the point of view using main ideas and main ideas and supporting details. The supporting details. The paragraphs will meet the paragraphs will meet the criteria on the state criteria on the state writing rubric.writing rubric.

Students will be able to Students will be able to write a five-paragraph write a five-paragraph essay that states a point of essay that states a point of view, defends the point of view, defends the point of view, and uses resources view, and uses resources to support the point of to support the point of view. The essay will meet view. The essay will meet the criteria on the state the criteria on the state writing rubric.writing rubric.

Tiered Activity – Writing a Persuasive Essay4th–6th Grade Classroom


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Learning Contract #2To 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 ___/___/___


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Behavior…Behavior…

What are some What are some common behaviors?common behaviors?

The LD StudentThe LD Student

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Chronic Behaviors for LD Chronic Behaviors for LD StudentsStudents

Calling outCalling out Not listening/following instructionsNot listening/following instructions Retaining InformationRetaining Information ForgetfulnessForgetfulness Lack of preparationLack of preparation Hyper-focusedHyper-focused Social Skills DeficitsSocial Skills Deficits Communicating coherentlyCommunicating coherently

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Behavior Manifestation Behavior Manifestation DeterminationDetermination

IEPIEP– Under §300.530(e),Under §300.530(e), a manifestation determination must a manifestation determination must

occur within 10 days of any decision to change the child’s occur within 10 days of any decision to change the child’s placement because of a violation of a code of student conduct. placement because of a violation of a code of student conduct.

504– 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.

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Pro-ventative StrategiesPro-ventative Strategies

What can we do What can we do FORFOR the child the child PRIOR PRIOR to the behavior instead of what do to the behavior instead of what do

we we DO TODO TO the child the child AFTERAFTER the the behavior has occurred…behavior has occurred…

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Behavior StrategiesBehavior Strategies Executive Function (deficits in organizing, planning, Executive Function (deficits in organizing, planning,

remembering, etc.)remembering, etc.)– http://www.ldonline.org/article/Organizational_Skills_for_Studenhttp://www.ldonline.org/article/Organizational_Skills_for_Studen

ts_with_Learning_Disabilities%3A_The_Master_Filing_System_fots_with_Learning_Disabilities%3A_The_Master_Filing_System_for_Paperr_Paper

Differentiated InstructionDifferentiated Instruction Social AutopsySocial Autopsy

– http://www.ldonline.org/article/Social_Skill_Autopsies%3A_A_Strhttp://www.ldonline.org/article/Social_Skill_Autopsies%3A_A_Strategy_to_Promote_and_Develop_Social_Competenciesategy_to_Promote_and_Develop_Social_Competencies

Mental MapsMental Maps– http://www.visualthesaurus.com/http://www.visualthesaurus.com/– http://www.thebrain.com/http://www.thebrain.com/

Task AnalysisTask Analysis Multisensory toolsMultisensory tools

– http://www.cited.org/index.aspx?page_id=154http://www.cited.org/index.aspx?page_id=154 Develop StrengthsDevelop Strengths

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Task AnalysisTask Analysis

Objectives are measurable Objectives are measurable behaviors/tasksbehaviors/tasks

Drilling down to individual stepsDrilling down to individual steps Sequencing the stepsSequencing the steps Does the student have the skills to Does the student have the skills to

complete each step?complete each step?

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Executive FunctionExecutive Function Getting started and finishing work Getting started and finishing work Remembering homework Remembering homework Memorizing facts Memorizing facts Writing essays or reports Writing essays or reports Working math problems Working math problems Being on time Being on time Controlling emotions Controlling emotions Completing long-term assignments Completing long-term assignments Planning for the future Planning for the future

""Executive Function...What is This AnywayExecutive Function...What is This Anyway", Cynthia Dendy", Cynthia Dendy

Questions?Questions?

Reflections?Reflections?

soulsville presentation 72010

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