Types of Modifications/Accommodations

Instruction Curriculum*

• Explicitly teach expectations • Relate curriculum to life relevance and/or • Modify the pace of instruction student interests • Have student repeat directions • Use a variety of activities in lessons • Review assignments with student • Provide a sample organized page (reference sheet) • Use individualized instruction • Shorten assignments • Use frequent repetition • Use easier material • Give time for extra practice, application and review • Use visual aids, manipulatives • Offer guided practice prior to independent • Use graphic organizers practice • Use touch points for math • Teach behavior explicitly * See Classes of Curriculum Adaptation for more adaptations

Environment Learner

• Clarify classroom rules • Allow use of word processor • Modify noise level • Tutoring (peer, cross-age, etc.) • Provide a safe environment • Use a reading buddy system • Allow extra time to complete task or • Encourage strengths homework • Reward positive behavior • Provide a quiet work space • Provide a timer for short periods of work • Clearly define consequences • Follow a difficult task with a highly desirable • Provide immediate feedback one • Use preferential seating • Determine motivation for behavior • Change schedule • Behavior contract • Involve parent in supporting • Alert student before transitioning learning/homework • Consult with last year’s teacher • Consult with professional staff • Involve in school-wide program(s) (Title 1 etc.) • Involve in community agencies Classes of Curriculum Adaptation

Change the Content Change the Presentation Change the Expectations

Precorrect Errors Task Difficulty Time to Complete

Give extra practice for errors Adapt the skill level, problem Adapt the time allotted and you anticipate before instruction. type, or rules to increase allowed for learning, task accuracy (>75%) completion or testing. Practice expected behaviors: give reminders before errors Allow use of calculators to Provide an individualized time occur; give feedback during figure math problems; simplify line for task completion. instruction task directions; change rules for a game; present more learned material with new.

Level of Participation Task Size Output Method

Adapt the extent to which a Adapt The number of items that Adapt how the learner can learner is actively involved in a a learner is expected to respond to instruction. task or activity. complete or master. Instead of answering questions In geography, have a student Reduce the number of social in writing, allow a verbal hold and turn the globe while studies terms required at any response; use a communication others point out locations one time. book; demonstrate knowledge with hands on demonstrations.

Alternate Goal Input Method Increase Rewards

Adapt the goals or expectations Adapt the way instruction is Make doing expected behaviors while using the same materials. delivered to the learner. more valuable than errors or other problem behaviors. In social studies, expect one Use different visual aids; use student to locate just the states concrete examples; use hands- Provide tokens, points, or while others locate the capitals on activities; place students in privileges based on meeting as well. cooperative groups. behavior expectation; develop a behavior contract that includes a reward.

Substitute Curriculum Level of Support Remove or Restrict

Provide different instruction and Increase the amount of personal Take away desired objects or materials. assistance provided to the activities when problem learner. behavior is observed. During a written language test, one learner is practicing Assign peer tutors, teaching Restrict access to the computer computer skills. assistants or cross-age tutors. at break when the student doesn’t complete the assigned task.