Outline
Session #5: Modifications, Accommodations, and Differentiating Instruction
1. [15 min] When staff walks in they will get three different colored sticky notes. On each sticky note they are to describe:
2. [20 min] Read and discuss:
Modification, Accommodations, and Differentiated Instruction
3. [25 min] Read and discuss:
Questions and Answers about IDEA: Purposes and key definitions
4. [10 min] Pull the session one PowerPoint presentation back up about Learning Disabilities (see session #1 for direct link due to file size difficulties)
Student A: *John - LD math reasoning
Student B: *Carl - Learning Disabled - Math calculation
5. [15 min] Allow for open discussion about specific students (students will be referred to by alias names in front of whole-group and addressed by real name within one-on-one discussions)
6. [45 min] Small-Group Practice and Whole-Group Share out
Algebra_Lesson.pdf Download File
Geometry_Lesson.pdf Download File
Algebra_2_Lesson.pdf Download File
- Ways to accommodate in math
- Ways to modify in math
- Ways to differentiate instruction in the math classroom
2. [20 min] Read and discuss:
Modification, Accommodations, and Differentiated Instruction
- Here we want to make sure that all teachers have a clear understanding of each and know the difference between the three.
- Share out examples of what they have done in their classrooms for each concepts
- Share any misconceptions and clarify any confusions between the three concepts
- Provide some non-examples (i.e. Simply cutting off half of the questions at random on a test at is not an appropriate accommodation)
3. [25 min] Read and discuss:
Questions and Answers about IDEA: Purposes and key definitions
- Gain a clear understanding of IDEA and its purpose
- Understand the key terminology throughout the legal process
- Discuss with the teachers the laws about following a student's IEP and their role in all of this
- Discuss how accommodations/modifications came about and the laws and regulations pertaining to them
- It will be communicated to teachers that it is the law to follow a student’s IEP and give appropriate accommodations and modifications for the student.
- Go through a sample IEP with the teachers, discussing where these components are within an IEP, what they mean, and why they are in the IEP
4. [10 min] Pull the session one PowerPoint presentation back up about Learning Disabilities (see session #1 for direct link due to file size difficulties)
- Briefly review the different types of LD and how they ALL affect a student's math performance
- Present two hypothetical students and discuss possible accommodations, modifications, and ways to differentiate instruction for student
Student A: *John - LD math reasoning
- Accommodations for math: Extended time, Alternate site for tests, quizzes and Benchmark assessments, notes, calculator, formula sheet
- Modifications for math: Shortening of assignments ** This does not mean they do all the odd/even. This means that math concepts are picked out of the assignment/homework that are most important, and use repetition of problems to best help students practice those major concepts. Then assessments only assess the key information presented on assignments. Assignments and assessments ARE related.
- Differentiating Instruction for math: Josh is put into a co-taught math class in which he is pulled out into small groups, once a week to re-learn material that is being taught in general education math class. He is learning the same material just in simpler terms in which he can understand. He is also given strategies to help with math reasoning during these times to help with his area of disability.
Student B: *Carl - Learning Disabled - Math calculation
- Accommodations: Ability to use calculator on all assessments, homework, tests, quizzes. Can use multiplication chart, or charts to help with exponents, powers, and fractions to support his inability to calculate math mentally. Extended time on homework, tests, quizzes and Benchmarks up to triple time, Alternate site, Orally read aloud - tests quizzes and BA’s, Formula Sheet, copy of teachers notes - has to re copy in his own handwriting.
- Modifications: 50/50 on all multiple choice tests, Sitting in front of the class for better sight, Instead of writing in fractions, student is able to use decimals calculated by calculator, use graphing calculator to graph all functions
- Differentiating Instruction: Carl is given different options way to demonstrate knowledge obtained. This could be orally, paper pencil, pictures, etc. Instruction is also given to him in text to speech form so that he can go home and listen to what is being taught over again.
5. [15 min] Allow for open discussion about specific students (students will be referred to by alias names in front of whole-group and addressed by real name within one-on-one discussions)
- Recognize that the students' accommodations and modifications may be different for each child - even if they have the same disability
- Get ideas from other teachers about their experiences with specific students and what they have found to be successful/unsuccessful
- Allow for questions and answer time ("I am having difficulty with _____ and getting him to be able to do _____ task. Do you have any accommodation recommendations?")
6. [45 min] Small-Group Practice and Whole-Group Share out
- Given a hypothetical student, Student X, with disabilities what are some possible accommodations/modifications?
- Student X has a learning disability in applied mathematics. His scores indicate that he is at a 4th grade level for math and does not have basic math facts memorized. He is reading at a 3rd grade level and struggles with decoding new vocabulary. Student X is in Algebra 1 class and is currently failing. When given an assignment he puts his head down and says that he cannot do it. When working with a teacher one-on-one he demonstrates slow processing skills when verbally prompted without written directions. Student X can verbally express his knowledge, but lacks the ability to communicate his thoughts through writing.
- What are some accommodations, modifications and ways to differentiate instruction for Student X?
- Think about AT, co-teaching, collaboration with peers, case studies we just read.
- Think about a student like this in your classroom, what works and does not work for him/her?
- Staff will modify/accommodate the lesson, a matching assignment and a lesson quiz.
- Staff must justify each change made
Algebra_Lesson.pdf Download File
Geometry_Lesson.pdf Download File
Algebra_2_Lesson.pdf Download File
Rationale
Session #5 addresses the difficulties teachers have within inclusion classrooms. Teachers often create a lesson, assignment, or test with the general population of students in mind. In this session we help teachers to identify their students' individual needs and how to address them. First, it is the law to abide by a student's IEP. Teachers need to understand that accommodations and modifications are not just to make work easier for the students who do not try hard enough, but rather accommodations and modifications level the playing field so that students with learning disabilities are able to learn grade level material without their disability holding them back.
In this session we also give teachers tips and tools to modify and accommodate for a variety of learners. No two students are alike and many teachers will find that what works for one student will not necessarily work for another student. This session builds on the idea that we are each others resources in this building. We have the same students and we have the same struggles. By building the relationship to help one another, we are not only assisting our fellow teachers but we are also creating a positive and caring environment for our students that shows we care!
In this session we also give teachers tips and tools to modify and accommodate for a variety of learners. No two students are alike and many teachers will find that what works for one student will not necessarily work for another student. This session builds on the idea that we are each others resources in this building. We have the same students and we have the same struggles. By building the relationship to help one another, we are not only assisting our fellow teachers but we are also creating a positive and caring environment for our students that shows we care!