BT Meeting March 20, 2014
Jen LaClair & Jenny White
Federal and state laws and regulations require
schools to provide accommodations and
modifications to make sure that students with
disabilities have access to an appropriate education
program.
• The Individuals with Disabilities Education Improvement Act
(IDEIA 2004) requires that students with disabilities have the
opportunity to be involved and make progress in the general curriculum.
• Section 504 of the Rehabilitation Act of 1973 requires that
accommodations be provided to students with disabilities, even if
they don’t have an IEP.
• The Americans with Disabilities Act of 1990 prohibits discrimination
against any people with disabilities.
Each public agency shall ensure –
(i) That to the maximum extent
appropriate, children with disabilities, …
are educated with children who are
nondisabled;
and
(ii) That special classes, separate schooling or
other removal of children with disabilities
from the general educational environment
occurs only if the nature or severity of the
disability is such that education in general
classes with the use of supplementary aids
and services cannot be achieved
satisfactorily.
(e) A child with a disability is not
removed from education in age-appropriate
general classrooms solely because of
needed modifications in the general
curriculum.
(Authority: 20 U.S.C. 1412 (a)(5))
“...a continuum of alternative placements is
available to meet the needs of children with
disabilities... including instruction in general
classes, special classes, special schools,
home instruction, and instruction in
hospitals.” (Federal Register, 1977).
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A local educational agency (LEA) must provide each
child with a disability a free appropriate public
education (FAPE). An LEA meets its obligation to
provide FAPE to a child in part by providing special
education, related services, and supplementary
aids and services and program modifications or
supports for school personnel in conformity with
an IEP. The services provided must be stated in the
IEP so that the level of the agency's commitment of
resources will be clear to parents and other IEP
team members. An LEA must ensure that a student
is provided with all services required in the child's
IEP.
Legal Justification
Accommodate, Modify, and Support
I.D.E.A. 1997 Reauthorization specifies
(300.342(b)(3)) that the public agency shall
ensure... each teacher and provider is informed of
his or her specific responsibilities related to
implementing the child’s IEP and the specific
accommodations, modifications, and supports that
must be provided for the child in accordance with
the IEP.
Diana Browning Wright,
Teaching and Learning
Trainings, 2005
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Regular classroom teachers employed by a
school district will have very limited liability
exposure in special education so long as
the duties assigned to them regarding
implementation of the IEP are executed in a
legal and appropriate manner.
Failure to implement the IEP as specified
could result in disciplinary action, criminal
charges, and civil lawsuits that could result
in personal liability exposure.
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Accommodations, modifications, behavior
intervention plans, and supplementary aids
and services are examples of IEP items that
are typically the responsibility of the regular
classroom teacher.
IF a parent believes these items have not
been implemented, they may file a
complaint with the state department of
education alleging noncompliance with the
IEP.
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The state department will launch an inquiry and
possible investigation. Typically, if the school
district is found to be in noncompliance, a
corrective action plan will be developed and the
matter is resolved.
If, however, the parent elects to pursue a due
process hearing, one will be held to determine
if the district did, in fact, fail to implement the
agreed-upon IEP and denied the special
education student the entitlement to a "free,
appropriate public education" (FAPE).
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If the hearing officer decides that the school
district denied the student FAPE, the district
will be required to implement the IEP as
written, pay attorney's fees and other costs
the parent may have incurred and may be
required to pay the cost of compensatory
services.
http://www.ci.maryville.tn.us/mhs//MCSSped/teachtools.htm
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A legally binding document that states what
services a student will receive and why
Includes the student’s placement, services,
academic and behavioral goals, a behavior
plan (if needed), and progress reports from
teachers and therapists
Planned at an IEP meeting
The IEP team looks at the student’s needs and
decides what kind of accommodations and
modifications are needed
Continuum of Alternative Placements
…includes instruction in:
regular
classes
special
classes
special
schools
<< Less
child’s
home
More >>
Restrictive
hospitals or
institutions
What are accommodations and
modifications?
 Are they the same thing?
 When do you use them?
 Who determines when and what to use?

The actual teaching supports and services that
the student may require to successfully
demonstrate learning
Accommodations should not change
expectations to the curriculum grade levels.
An accommodation is a change that helps a
student overcome or work around the
disability and DO NOT reduce learning
expectations
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Changes in how a student accesses
information and demonstrates learning
Do not substantially change the instructional
level, content, or standard
Changes made in order to provide a student
with equal access to learning and equal
opportunity to show what he or she knows
and can do.
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Students with a disability who have an IEP or
504 plan
Students without a disability who have
barriers to learning
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Students who receive ELL services
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Students who are at risk of failure
Changes made to curriculum expectations in
order to meet the needs of the student
Modifications are changes in what the student
is expected to learn
and demonstrate in the content area.
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Making an assignment easier so the student
is not doing the same level of work as other
students is an example of a modification.
Change the content and performance
expectations for what a student should learn.
For example, a student may work at a
different level ( for example, at a 4th grade
level instead of a 6th grade level in reading) or
study fewer concepts or skills.
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Made when the expectations are beyond the
student’s level of ability
Alter the standard or what the test or
assignment is supposed to measure
May be minimal or very complex depending
on the student’s performance
Must be clearly acknowledged in the IEP
Accommodations
Modifications
(can apply to all students)
(apply to students with disabilities)
Do not fundamentally change
standards in terms of instructional
level, content, or performance
criteria
Do fundamentally change
standards in terms of instructional
level, content, or performance
criteria
Changes are made in order to
provide equal access to
learning and equal opportunity
to demonstrate what is known
Changes are made to
provide student meaningful &
productive learning
experiences based on
individual needs & abilities
Grading is same.
Grading is different.
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Accommodations
focus on removing
barriers and providing
access to the general
curriculum.
Accommodations are
designed for students
who have barriers that
can be removed to
help them
demonstrate what they
know.
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Modifications focus on
insuring meaningful
participation in the
general curriculum.
Modifications are
designed for students
who would benefit
from participation in
the general curriculum
even though it is
above their ability
level.
Modifications
Accommodations
◦ A multiple choice test on identical facts
is provided while other students "fill in
the blank”
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◦ Student receives 10 math problems
instead of 20
◦ Homework limited to a certain number
of minutes/hours instead amount of
work to be completed.
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◦ Limit information presented on page,
large print, and more space between
lines.
◦ Highlight important text.
◦ Students respond verbally instead of
written format
◦ multiple -choice response instead of fill
-in -the -blank or short answer/essay,
word banks provided for fill in the
blank questions
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Omitting story problems, using
specialized/alternative curricula
written at lower level, simplified
vocabulary and concepts, alternative
reading books at independent
reading level
Tests are written at lower level of
understanding, preview tests
provided as study guide, picture
supports are provided, use of
calculator
Grading based on pass/fail, grading
based on work completion
Allow outlining, instead of writing for
an essay or major project
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Knowledge of addition is demonstrated by
manipulating blocks instead of through
writing
Extra textbooks are provided for home when
a child has great organizational difficulties
A scribe is provided to take notes for a child
A multiple choice test on individual facts is
provided while other students fill in the blank
http://www.learningdisabledkids.com/IEP_training/IEP_
accommodations_modifications_sec_contents.htm
Accommodations
do not change
knowledge
content.
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A child works on addition while classmates
work on multiplication
A child learns letters and letter sounds while
classmates read chapter books
A child uses blocks to build structures while
other students do science experiments
A child is given a test on continents while
classmates are tested on countries in Europe
http://www.learningdisabledkids.com/IEP_training/IEP_
accommodations_modifications_sec_contents.htm
Modifications
do change
knowledge
content and/or the
standard.
An Accommodation is the “HOW” of the curriculum.
*How are we going to get the information to the child
and how are we going to test the student’s knowledge?
A Modification is the “WHAT” of the curriculum.
*What part of the general curriculum does the student
need to know to reach his or her fullest potential?
Both the general education teacher and special education teacher
are responsible for making accommodations and modifications.
It is a collaborative effort.
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Students who would have been traditionally
pulled out to a separate program
Students who may have a low incidence
disability
Students for whom accommodations have
been implemented to the fullest extent and
still have difficulty succeeding
Remember!
The IEP or 504 team
determines how a student
will participate, not whether a
student will participate.
1. Who determines modifications?
The IEP team, including the Local Education Agency (LEA
representative, Special Educator, General Educator, parent/legal
guardian, the student)
2. Who gets accommodations and modifications?
Accommodations can be made for any student. Students with an
IEP or 504 plan get accommodations that are required. Students
with an IEP can receive modifications if needed. STUDENT NEEDS
DETERMINE BOTH
3. Do I have to accommodate?
If a student has an IEP or a 504 plan, you must provide the
accommodations and modifications that are part of the plan. If a
student does not have an IEP or 504 plan, you are not required to
accommodate, but it is considered best practice.
4. What do I say when students say, “It’s not fair?”
Fair means that everyone gets what they need to succeed. Fair does
not mean “same” or “equal.”
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Scheduling/Timing
Setting
Materials
Instruction
Student Response
Presentation
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Give extra time to complete assignments or
tests
Break up testing over several days (MTS)
Give multiple or frequent breaks
Change testing schedule or order of subtests
Vary activities every 10-30 minutes
Alert students several minutes before a
transition time, then give reminders
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Change the location of instruction or testing
Seat student in front, next to teacher, or
study carrel
Reduce fluorescent lighting and increase
natural lighting
Seat student away from windows or other
students
Instruct or test in small group or individual
setting
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Audio tape lectures or books
Provide copies of teacher’s lecture notes
Supply large print books, Braille, or books on
CD (digital text)
Offer manipulatives
Use visual cues – charts, pictures, graphs
Utilize graphic organizers to demonstrate
how concepts and ideas are related
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Reduce the difficulty of assignments
Reduce the reading level
Use a student/peer tutor
Simplify multi-step directions
Provide a partially completed outline during
lectures
Preteach vocabulary
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Allow answers to be given orally or dictated
Use a word processor for written work
Use sign language, a communication device,
Braille, or native language if it is not English
Replace summative assessment with oral
reports and projects
Give credit for participation
Use recognition tests instead of essay tests
example: T/F, multiple choice, matching
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Increase “white space” on page
Use symbols on the test or answer form that
help the student follow directions, such as an
arrow or stop sign
Give extra examples for practice to make sure
the student knows what to do.
Require fewer questions, but select ones that
measure all required content.
Eliminate one of the choices in multiplechoice items.
Nine Types of Curriculum Adaptations
Quantity * 
Adapt the number of items that the learner is
expected to learn or number of activities student
will complete prior to assessment for mastery.
For example:
Reduce the number of social studies terms a learner
must learn at any one time. Add more practice
activities or worksheets.
Input *
Time *
Adapt the time allotted and allowed for learning, task
completion, or testing.
For example:
Individualize a timeline for completing a task; pace learning
differently (increase or decrease) for some learners.
Level of Support *
Increase the amount of personal assistance to keep
the student on task or to reinforce or prompt use of
specific skills. Enhance adult-student relationship;
use physical space and environmental structure.
For example:
Assign peer buddies, teaching assistants, peer tutors,
or cross-age tutors. Specify how to interact with the
student or how to structure the environment.
Difficulty * 
Output *
Adapt the way instruction is delivered to the
learner.
Adapt the skill level, problem type, or the rules on how the
learner may approach the work.
Adapt how the student can respond to instruction.
For example:
Use different visual aids, enlarge text, plan more
concrete examples, provide hands-on activities,
place students in cooperative groups, pre-teach key
concepts or terms before the lesson.
For example:
Allow the use of a calculator to figure math problems;
simplify task directions; change rules to accommodate
learner needs.
Participation *
Alternate Goals 
For example:
Instead of answering questions in writing, allow a
verbal response, use a communication book for some
students, allow students to show knowledge with
hands on materials.
Substitute Curriculum 
Sometimes called “functional curriculum”
Adapt the extent to which a learner is actively
involved in the task.
For example:
In geography, have a student hold the globe, while
others point out locations. Ask the student to lead a
group. Have the student turn the pages while sitting
on your lap (kindergarten).
Adapt the goals or outcome expectations while using the
same materials. When routinely utilized, this is only for
students with moderate to severe disabilities.
For example:
In a social studies lesson, expect a student to be able to
locate the colors of the states on a map, while other students
learn to locate each state and name the capital.
Provide different instruction and materials to meet a
learner’s individual goals. When routinely utilized,
this is only for students with moderate to severe
disabilities.
For example:
During a language lesson a student is learning toileting
skills with an aide.
* This adaptation is an accommodation if the student can demonstrate mastery of the standard on an assessment. The key concept is: Will the student ultimately master the same material but demonstrate
that mastery in alternate ways or with alternate supports? If standards are not fundamentally or substantially altered, then this adaptation is an accommodation to a learning or performance difference.
 This adaptation is a modification if the student will not demonstrate mastery of the standard on an assessment. If routinely utilized, these adaptations are modifications and require individualized
goals and assessment.
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Jack is an 9th grade student who has learning
disabilities in reading and writing. He is in a general
education 9th grade class that is team-taught by a
general education teacher and a special education
teacher. Modifications and accommodations
provided for Jack’s daily school routine (and when he
takes state or district-wide tests) include the
following:
Jack will have shorter reading and writing
assignments.
Jack’s textbooks will be based on the 9th grade
curriculum, but at his independent reading level (5th
grade).
Jack will have test questions read a loud to him.
Jack will respond orally, rather than in writing, to
essay questions.
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Sarah has a learning disability in
mathematics. Her teacher has required her to
complete the first 10 fast fact problems,(but
she does not have to reduce to simplest
form). The rest of the class must complete
the entire page of addition fractions and
reduce to the simplest form, including
challenging questions numbers 1-30.
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Focus on lesson objective: Will student benefit by
completing questions 1-10?
The modification is cutting down the learning
expectation for the student. To accommodate for
this student, assign the odd problems, providing
a sample of each type of problem.
Since the objective is quality and not quantity,
help the student master objectives of the lesson
without feeling frustrated.
Accommodation
Elementary
Students are taught
strategies to compensate
for their disability.
Middle School
Students create their own
coping skills.
Students desire to become
more independent.
High School
Students help determine
what accommodations are
necessary for them to
succeed in school
and in life.
Accommodation
Read test/text
Elementary
Reading is modeled in
class, small groups,
paired reading,
pull-out sessions
Middle School
Test/text is read to whole
class, peer assistance,
audio books, screen
readers, pull-out
High School
Student advocates for
read-aloud
accommodation, audio
books, screen readers
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Allowable Accommodations
◦ For any student who needs it
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Special Accommodations
◦ Must be in the IEP
◦ Must have been used during the year
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Other assessments
◦ Local benchmarks
◦ End of course exams
◦ NC Final Exams
Summing it up:
 Accommodations
Do not fundamentally alter or lower
expectations or standards in instructional
level, content or performance criteria.
Changes are made in order to provide equal
access to learning and equal opportunity to
demonstrate what is known.
 Modifications
Do fundamentally alter
or lower expectations or
standards in instructional level,
content or performance criteria.
Changes are made to provide
student meaningful &
productive learning experiences
based on individual needs &
abilities.
Grading is same
Grading is different
Diana Browning Wright,
Teaching and Learning
Trainings, 2005
Putting it all Together
Goal: To remove barriers to learning
and demonstrate mastery.
 Accommodations will keep
standards substantially the same
for all; outcomes may vary.
 Modifications may fundamentally
change the standard; instructional
level or content may vary.
Expectations remain high for ALL students.

http://serc.carleton.edu/NAGTWorkshops/co
ursedesign/tutorial/strategies.
htmlhttp://www.readingrockets.org/strategies
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http://www.christina.k12.de.us/literacylinks/
elemresources/lfs_resources/activating_strat
egies.pdf
https://k12teacherstaffdevelopment.com/tlb
/how-can-i-use-chunking-as-an-effectivememory-strategy-in-the-classroom/

http://www.phschool.com/eteach/social_stud
ies/2003_05/essay.html
Helpful Strategies to Use in the
Classroom
Using graphic organizers
when teaching content…
 Organization of ideas is
self-evident to students.
 Reduces information
processing demands
needed to understand new
information.
Diana Browning Wright,
Teaching and Learning
Trainings, 2005
introducing background
knowledge
Scaffolding
for
Text
Complexity
immersing students in more
complex language exposure and
usage that makes a difference in
their ability to access knowledge
engaging students with carefully selected
or constructed graphic organizers that
make the structure of the text visible
modeling how to interpret the meaning of texts
that use more complex approaches, like satire or
rhetorical argument
engaging pairs or teams of students with more challenging
texts as “buddies” and giving them opportunities to reflect on
those texts through discussions with each other or through
“buddy” journals
making 20 percent of their class reading “stretch” texts that help
them reach beyond their reading level
57
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Using tiered text is one way to scaffold. Teachers select an
easy-to-read text aligned with students’ entry-level
background and academic knowledge. Built on the Gradual
Release of Responsibility model, which involves explicit
teacher modeling, guided instruction, and independent
practice—tiered texts scaffold student understanding and
provide background knowledge and the multiple exposures to
academic vocabulary required for comprehension.
Balancing the rigor of text complexity as proposed by the
CCSS with current student reading levels may seem daunting;
however, through explicit instruction in vocabulary and by
building background knowledge through the use of tiered
texts, teachers can make complex texts accessible to all
students.
Be aware of the student’s present level of academic
achievement and functional performance (PLAAFP).
Identify the appropriate grade level standard(s)
statements.
Unpack the standard. Identify what the student needs
to know and be able to do in the simplest terms
possible.
Break the standard into its
component parts:
Standard
Quote accurately from a text
when explaining what the text
says explicitly and when
drawing inferences from the
text. (RL.5.1)
 Quote accurately
 Explain what happened
 Draw inferences
Analyze the subskills
 Decides on a focus. For example,
focus on explaining what
happened in the text to improve
the student’s comprehension
Determine Accommodations and/or
Modifications for student to
successfully reach standard
Determine Plan to Monitor Progress
Differentiation and Universal Design for Learning (UDL) are not
modifications, adaptations, or accommodations, but are supports that
should be afforded to ALL students regularly.
Curriculum modification is based on ranging degrees in which our
educational approach becomes distinct from or maintains the
similarities to existing general curriculum.
Modifications are described by altered content knowledge,
conceptual difficulty, educational goals, and instructional method
versus building scaffolding and bridges between existing curriculum
and people involved in the educational process.
Note:
Inappropriate modifications have the potential to increase
the gap between the achievement of students with
disabilities and grade level expectations. This could
adversely affect students throughout their educational
career.
Examples
◦ Underlining/highlighting
◦ Vertical
lines/asterisks/doodles/num
bers @ margin
◦ Provide multiple
media/formats
◦ “Chunking” information
◦ Graphic Organizers
◦ Provide multiple examples
◦ Support background context
The “What” of Learning
Identify and interpret sound,
light, taste, smell, and touch
Identify and understand
information, ideas, and
concepts
Examples
– Multi-media for student
expression (video, audio, text,
drawing)
– Concept mapping tools
– Scaffolds and prompts
– Checklists
– Embedded coaches and
mentors, peer tutors
– Assessment rubrics for students
The “How” of Learning
The ability to plan, execute,
and monitor actions and skills
Examples
– Choice afforded
– Age appropriate activities
– Culturally relevant activities
– Charts/schedules/visible timers
– Display of goals
– Group work/collaboration
– Personal journal
The “Why” of Learning
The ability to engage in
actions and skills, set
priorities and evaluate
1. Provide procedural prompts specific to the
strategy being taught.
used?
When and how should the strategy be
2. Teach the cognitive strategy using small
steps.
3. Provide models of appropriate responses.
4. Think aloud as choices are being made
5. Anticipate potential difficulties.
6. Regulate the difficulty of the material.
Diana Browning Wright,
and Learning
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students withTeaching
disabilities.
Trainings, 2005
7.
8.
9.
10.
11.
12.
13.
Provide a cue card
Guide student practice.
Provide feedback and corrections.
Provide and teach a checklist.
Provide independent practice
Increase student responsibilities.
Assess student mastery.
Diana Browning Wright,
and Learning
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students withTeaching
disabilities.
Trainings, 2005
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Provide opportunities for students to work in
small groups and in pairs. If cooperative learning
strategies are used, five conditions must be
present: (a) The task must be authentic,
worthwhile, and appropriate for students working
in groups; (b) Small-group learning must be the
goal; (c) Cooperative behavior should be taught
to and used by students; (d) Group work should
be structured so that students depend on one
another to complete a task successfully; (e)
Students should be held individually accountable
(Putnam, 1998).
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Use graphic organizers to assist students with
organizing information in meaningful ways. For
example, Bender (2002) suggests providing
students with lesson outlines as note-taking
tools.
Use the instructional sequence of "I do" (teacher
model), "We do" (group practice), and "You do"
(individual practice). Provide supports or
scaffolds to students as they are learning new
material and withdraw them when they are able
to perform the task on their own (Bender, 2002).
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Employ active learning strategies such as "think,
pair, share" to promote recall and understanding
of new learning. This strategy allows students to
reflect individually on a question, pair up with a
partner to share and compare answers, and
finally give the best answer (Kagan, 1994). For
more active learning strategies, download the
Considerations Packet, Techniques for Active
Learning. This packet is available from the
College of William and Mary Training & Technical
Assistance Center at
www.wm.edu/ttac/packets/consideration.html.
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Teach learning strategies along with content material.
Strategy instruction may be defined simply as
instruction in how to learn and perform (Lenz,
Deshler, & Kissam, 2004). "Learning strategies help
students learn and perform by providing them with a
specific set of steps for: (a) approaching new and
difficult tasks, (b) guiding thoughts and actions, (c)
completing tasks in a timely and successful manner,
and (d) thinking strategically (Lenz et al., 2004, p.
261). Learning strategies may include organizing
materials, memorizing information, taking notes,
reading text, and taking tests.
Use ongoing informal and formal assessments to help
inform instruction and monitor student progress.
Questions