Accommodations and Modifications: Differentiating Instruction and Promoting Staff Implementation in the Era of High Standards



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In second grade, Michelle’s reading decoding skills were not up to her peers. Adult classroom volunteers often worked with her to reinforce previous skills (flash card drill, extra oral reading time with adult corrections and quizzes: who, what, where, when). (level of support A )

  • In second grade, Michelle’s reading decoding skills were not up to her peers. Adult classroom volunteers often worked with her to reinforce previous skills (flash card drill, extra oral reading time with adult corrections and quizzes: who, what, where, when). (level of support A )
  • and (input A )
  •  
  • Due to her slow acquisition of phonics, Michelle’s teacher decided to reduce the number of spelling words she would study each week from 15 to 10, although the words Michelle learned were the same as her peers.
  • (input A or B, refer to the standard addressed)

In math, Michelle often grasped the concepts readily, so her teacher had her complete fewer worksheets before taking a test to demonstrate mastery of the concept. (____________________)

  • In math, Michelle often grasped the concepts readily, so her teacher had her complete fewer worksheets before taking a test to demonstrate mastery of the concept. (____________________)
  • This bought some extra time, her teacher explained, for Michelle to practice her handwriting with additional worksheets, as she still took an extraordinarily long time producing letter formations. (_____________________)
  • The pre-teaching begun in first grade continued for new concepts, and was believed to be helping Michelle. (_______________________)
  • Activity: Michelle’s Accommodation History

In math, Michelle often grasped the concepts readily, so her teacher had her complete less worksheets before taking a test to demonstrate mastery of the concept. (Quantity A)

  • In math, Michelle often grasped the concepts readily, so her teacher had her complete less worksheets before taking a test to demonstrate mastery of the concept. (Quantity A)
  • This bought some extra time, her teacher explained, for Michelle to practice her handwriting with additional worksheets, as she still took an extraordinarily long time producing letter formations. (Quantity A)
  • The pre-teaching begun in first grade continued for new concepts, and was believed to be helping Michelle. (Input A)
  • Activity: Michelle’s Accommodation History

By the end of third grade, Michelle was evaluated for special education services as a student with a learning disability and found to be eligible in written language. Her math skills were found to be well above her peers, while her reading skills were found to be at 2.1 grade level. All previous accommodations were found to be helpful and were incorporated into her IEP. Additionally, Michelle was now to be taught keyboarding, and allowed to produce most written work at the keyboard due to her poor graphomotor skills. This often required her to take work home to produce on a home computer. Her teacher also decided that…

  • By the end of third grade, Michelle was evaluated for special education services as a student with a learning disability and found to be eligible in written language. Her math skills were found to be well above her peers, while her reading skills were found to be at 2.1 grade level. All previous accommodations were found to be helpful and were incorporated into her IEP. Additionally, Michelle was now to be taught keyboarding, and allowed to produce most written work at the keyboard due to her poor graphomotor skills. This often required her to take work home to produce on a home computer. Her teacher also decided that…
  • Activity: Michelle’s Accommodation History

…Michelle’s work group (3 students) would produce a play to illustrate concepts learned in a social studies lesson, rather than a written product. (Other groups wrote reports, constructed a diorama, and produced a video skit). Although this was an acceptable alternative, her teacher decided to list this accommodation on Michelle’s IEP so future teachers would be aware of this need.

  • …Michelle’s work group (3 students) would produce a play to illustrate concepts learned in a social studies lesson, rather than a written product. (Other groups wrote reports, constructed a diorama, and produced a video skit). Although this was an acceptable alternative, her teacher decided to list this accommodation on Michelle’s IEP so future teachers would be aware of this need.
  • Activity: Michelle’s Accommodation History

Name which of the 9 categories are represented:

  • Name which of the 9 categories are represented:
  • Remember what worked!
  • Reading seatwork time: sat next to high achievers
  • Math seatwork time: small # practice problems
  • Large group work, where new concepts are introduced: preteach key concepts before lesson
  • Written language tasks: used keyboarding
  • Social Studies Report: produced a play
  • Activity: Michelle’s Accommodation History

Her accommodations were listed as:

  • Her accommodations were listed as:
  • Reading seatwork time: level of support
  • Math seatwork time: quantity
  • Large group work, where new concepts are introduced: input
  • Written language tasks: output
  • Social Studies report: output
  • Activity: Michelle’s Accommodation History

By sixth grade, Michelle was participating in an after-school homework club where adult volunteers helped her to plan task approach for long assignments, and helped her to complete most work with one on one assistance.

  • By sixth grade, Michelle was participating in an after-school homework club where adult volunteers helped her to plan task approach for long assignments, and helped her to complete most work with one on one assistance.
  • (____________)(_______________)(__________)
  •  
  • Her teacher found pre-teaching no longer as helpful for Michelle, and speech language services were no longer found necessary by her IEP team. Graphic organizers were extensively used by this teacher, and found to be quite helpful for Michelle. (_________________________)
  • Activity: Michelle’s Accommodation History



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