Modifications vs.

Accommodations Policy
Definition of Terms:
Modifications are changes in what a student is expected to learn. Modifications are made when the regular curricular expectations are beyond the students level of ability. With modifications, the student is expected to learn something different from the general education standards. Changes are made to the curriculum to provide opportunities for students to participate meaningfully and productively along with other students in the classroom. Modifications include changes in the following: instructional level content performance criteria Note: modifications are rarely used, and only when students, whose disabilities are significant, are unable to meet the expectations of the regular curriculum. modification eligibility is an ILP team based decision led by a case manager. Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not change, alter, or lower the expectations of the curriculum and does not alter what the test or assignment measures. The changes are made in order to provide a student with equal access to learning and equal opportunities to demonstrate that learning. It is simply a different approach to achieving the same curricular goals. Accommodations can include changes in the following: presentation and/or response format and procedures instructional strategies time/scheduling environment equipment Note: Accommodations are common strategies that optimize learning for all students.

Basic Definition Curriculum

Modifications Different curricular or learning goals/expectations

Changes made to curriculum to meet the needs of student Type of Student Only those with significant disabilities

Determination of Services Documentation of Services

At ILP meeting

ILP Letter home outlining how changes of curriculum affect students future academics by LS Department Progress/Grade Reports by case manager Transcripts

Accommodations Different methods to reach curricular expectations that capitalize on strengths of student No changes made to the curriculum: learning outcomes remain the same All, particularly those that are: diagnosed with mild/moderate disabilities ELD struggling At ILP meeting Through collaboration with ELD staff At teachers discretion documentation not required for informal accommodations Documented in comment section of Progress/Grade Reports by teacher (please see Progress Reports and Report Cardssection)

Examples of Modifications and Accomodations

Below are types of modifications and accommodations and possible examples. This is not a complete list: Modifications Partial completion of requirements: learning 10 words instead of 20 learning knowledge-based, concrete facts instead of abstract cause-effect relationships of various battles Adjustment made for learning rate: reinforcement of basic operations while rest of class begins fractions providing altered reading level text when reading ability/comprehension is being assessed as a standard or benchmark within a unit; typically in English or modern language classes. Alternate Curriculum Goals: for social inclusion, a students grade is weighted to reflect ability to work with others and maintain appropriate behavior rather than information Alternate Assessments: assessment task reflects changed curricular expectations and is graded according to individual achievement of the modified standard Accommodations Presenation: material of the same unit content at a lower reading level layout of worksheets, tests, etc is clear and uncluttered directions are repeated or presented in small steps graphic organizers are utilized as note-taking aids use of taped books instead of print copy key vocabulary terms are highlighted variety of visuals for new vocabulary or concepts used Responses: alternate versions of tests created to accommodate the students learning disability or language level answers marked in book rather than transferring responses to separate paper oral or non-verbal answers such as pointing to the correct answer in place of written work short answer questions replace essay prompts, with the exception of when essay writing is being assessed Setting: use of study carrel offer a quiet environment furnish special lighting provide background music make a separate room available Timing/Schedules extended time frequent breaks scheduling specific classes/activities for certain times of the day

Conclusion

It is the responsibility of every teacher to maintain the highest expectations of learning in the classroom to ensure that every student is included, challenged and successful. To this end, differentiation strategies, accommodations, and modifications offer all students equal access to the curriculum. Delivery of accommodations and modifications and additional support for students can be facilitated by contacting members of Special Education, Learning Support and the ELD departments.