Modified Diploma, Extended Diploma and Certificates

MODIFIED DIPLOMA, EXTENDED DIPLOMA AND CERTIFICATES:

STANDARDS OF PRACTICE

July 6, 2010

1 MODIFIED DIPLOMA, EXTENDED DIPLOMA AND CERTIFICATES STANDARDS OF PRACTICE

Table of Contents

1. Introduction

2. Modified Diploma and Extended Diploma Q & A

3. Certificate of Achievement and Certificate of Attendance Criteria

4. Modified Diploma, Extended Diploma and Alternative Certificates – Yearly Timeline

5. Identification Process for Modified Diploma, Extended Diploma and Alternative Certificates

6. Classroom Staff Guidance for Students Working toward Modified Diplomas and Extended Diplomas

7. Accommodations and Modifications: A Handbook for Staff

APPENDIX A. Fifth Grade Letter to Parents B. Referral for Consideration C. Initial Determination and Re-Evaluation Record D. Modified Diploma Agreement E. Extended Diploma Agreement F. Certificate of Achievement Agreement G. Certificate of Attendance Agreement

2 Diplomas & Certificates

Introduction

The Oregon Administrative Rules provide that school districts shall award a diploma to students upon fulfillment of all state and local district credit competency, and attendance requirements. The standards also allow the granting of an alternative document identifying acquired minimum competencies to students having met some, but not all graduation requirements. All members of a graduation class, whether they receive a standard diploma or an alternative document, are allowed to participate in commencement exercises and receive the appropriate document in that ceremony.

 Standard Diploma  Modified Diploma  Extended Diploma  Certificate of Achievement  Certificate of Attendance

For further description of these diplomas & certificates, please link to the Roseburg School District School Board Policy IKF adopted 5/12/10.

3 The Modified Diploma and Extended Diploma: Questions & Answers

GENERAL

1. What is a modified diploma? What is an extended diploma? A modified diploma is a document that is awarded to a student who has earned some units of credit through either modified regular education courses with or without accommodations and/or through modified courses.

An extended diploma is a document that is awarded to a student who has earned a lesser number of units of credit required for a modified diploma through either modified regular education courses with or without accommodations and/or through modified courses.

2. Why would a student earn a modified diploma or extended diploma instead of a regular education diploma? A modified or extended diploma is awarded if a student has demonstrated the inability to meet the full set of academic content standards, even with reasonable accommodations, but who fulfills all requirements for the modified diploma or the extended diploma as described in state, district and school policies.

ELIGIBILITY

3. Is the modified diploma or extended diploma only available for special education students? The modified diploma may be awarded to any student who has met the eligibility criteria and completed the state requirements for a modified diploma. Examples of students who may qualify for a modified diploma include: students with special needs, English as a second language students, or students who are on a Section 504 Plan. (See "Modification Decisions" section for more detail.)

The extended diploma is for students who have participated in an alternate assessment beginning no later than grade 6 and lasting for 2 or more assessment cycles or have a serious illness or injury that occurs after grade 8, that changes the student’s ability to participate in grade level activities and that results in the student participating in alternate assessments.

4. Who is eligible to earn a modified diploma? The modified diploma is designed for any student who has: • a documented history of the inability to maintain grade level achievement due to significant learning and instructional barriers inherent in the student; or, • a documented history of a medical condition that creates a barrier to achievement. Students who have demonstrated the inability to meet the full set of academic content standards, even with 4 reasonable modifications and accommodations, and who fulfill all state requirements for the modified diploma as stipulated in OAR 581-022-1134 may receive a modified diploma.

5. Who is eligible to earn an extended diploma? The extended diploma is for any student who has: • a documented history of the inability to maintain grade level achievement due to significant learning and instructional barriers inherent in the student; or, • a documented history of a medical condition that creates a barrier to achievement. Students who have demonstrated the inability to meet the full set of academic content standards, even with reasonable modifications and accommodations, and who fulfill all state requirements for the extended diploma as stipulated in OAR 581-022-1133 may receive an extended diploma.  participated in an alternate assessment beginning no later than grade 6 and lasting for 2 or more assessment cycles or  has a serious illness or injury that occurs after grade 8, that changes the student’s ability to participate in grade level activities and that results in the student participating in alternate assessments.

6. What is “documented history?” (Eligibility Criteria) This is evidence in the cumulative (collective) record and education plans of a student that demonstrates the inability over time to maintain grade level achievement even with appropriate modifications and accommodations and/or intensive instruction.

7. What is an “instructional barrier?” (Eligibility Criteria) This is a significant physical, cognitive or emotional barrier that impairs a student’s ability to maintain grade level achievement.

8. What is an example of an “instructional barrier?” Instructional Barrier: A student who suffers from intermittent panic attacks that prevent him/her from attending and participating in school on a regular basis and responding to instruction without significant modifications. Instructional Barrier: A student who functions on a concrete level only and is unable to comprehend the abstract even with significant intense instruction. This student would not be able to maintain grade level achievement, particularly in math and science, unless content were presented concretely. Significant Learning Barrier: A specific learning disability in math that would not allow the student to succeed beyond a certain grade level even with a variety of accommodations and modifications and intense instructional opportunities.

9. Who is NOT eligible to earn a modified diploma? Students who are currently engaged in the use of illegal drugs or alcohol are excluded from consideration if the significant learning and instructional barriers are due to the use of illegal drugs or alcohol. Exceptions: 1) The student has completed a drug or alcohol rehabilitation program and is no longer using illegal drugs or alcohol, 2) the student is rehabilitated or 3) the student is participating in a supervised drug or alcohol rehabilitation program and is no longer engaging in the use of drugs or alcohol.

5 10. Can a student who graduates with a modified diploma or extended diploma continue public education to age 21? If a student is on an IEP and graduates with a modified diploma or extended diploma, the student remains entitled to a Free Appropriate Public Education (FAPE) through the age of 21. If a student is not on an IEP and graduates with a modified diploma or extended diploma ORS 339.115 applies. (1) Except as provided in ORS 339.141, authorizing tuition for courses not part of the regular school program, the district school board shall admit free of charge to the schools of the district all persons between the ages of 5 and 19 who reside within the school district. A person whose 19th birthday occurs during the school year shall continue to be eligible for a free appropriate public education for the remainder of the school year.

DECISION-MAKING

11. Who determines if a student is eligible for a regular diploma, modified diploma, extended diploma or alternative certificate? The student’s school team decides if a student will work toward obtaining a regular diploma, modified diploma, extended diploma or alternative certificate. The team makeup is determined by a school district or public charter school, should include the student and must include a parent or guardian. In the case of students receiving special education and related services at a public charter school, the resident school district shall determine the team for that student. The team for a student served by an IEP may be made up of IEP team members.

MODIFICATION DECISIONS

12. Must all the courses be modified for a modified diploma or extended diploma? No. Students may earn units of credit through regular education courses with or without accommodations or modifications and through modified courses. When one or more courses that contain substantial academic content are modified, those courses may count toward a modified diploma or extended diploma but not count toward a regular diploma.

13. What is a modified curriculum? The school district must determine the modified curriculum based on the modifications needed to assist the student in meeting their highest level of achievement. For one student, it may mean algebra with modifications that would allow the student to meet part of the algebra standards. For another student, it may mean completing all the requirements for a consumer math course or completing a basic math course on the 6th grade level. The purpose is to push the student to work towards their potential, while providing them with any accommodations and/or modifications they require.

6 14. When is the diploma decision made? Students and their parent(s) or guardian(s) are notified about diploma options when the student is in the fifth grade, but the decision cannot be made earlier than the end of the 6th grade and no later than 2 years before the student’s anticipated exit from high school. Districts may use a comprehensive list of diploma/certificate options included in the parent handbook or other resource to comply with this requirement.

15. Is the decision reviewed regularly? Yes. Diploma information is reviewed annually after students working toward a modified diploma or extended diploma complete the eighth grade.

16. Can the decision be changed? Yes, the decision can be reviewed by the school team and changed if appropriate. 1) If a student who is not working toward a modified diploma or extended diploma has a change in documented history that would prompt a school team to consider if it is more appropriate for the student to work toward a modified diploma or extended diploma; or, 2) If a student who is working toward a modified diploma or extended diploma demonstrates the ability to complete the requirements for a regular diploma, the school team supports the student in meeting all regular diploma requirements.

17. What happens to credit earned for courses that were modified if the student pursues a regular diploma instead? The credit for modified courses can be used toward a modified diploma or extended diploma. Credit for courses that were modified must be retaken without modifications in order to be counted for a regular diploma.

7 CREDIT REQUIREMENTS

18. How do the credit requirements vary for a modified diploma as compared to a regular diploma? See the chart below. (Adjustments may be made to the distribution of credit, but the total cannot exceed 24 units of credit.)

Academic Subject Credits Required Credits Required Credits Required for for Graduation for Graduation Graduation with a Regular with an with a Modified Diploma Extended Diploma (Beginning with the graduates Diploma of 2010) English/Language 21 31 4 Arts Mathematics 2 2 3 (In the class of 2014 all credits must be Algebra I and above) Science 2 2 2 (Increases to 3 with 2 of the credits lab experiences for graduates of 2012) Social Sciences2 3 2 3 Physical Education 1 1 1 Health 1 1 1 Second Languages/ 1 1 1 (Increases to 3 for The Arts/Career and graduates in 2012) Technical Education (CTE)3 Electives4 0 12 9 (Decreases to 6 for graduates in 2012) TOTAL CREDITS 12 24 24

1Students shall have access to literacy instruction until the completion of school. 2 Social Sciences may include history, civics, geography and economics (including personal finance). 3 Second Languages/The Arts/Career and Technical Education (CTE) units may be earned in any one or a combination of courses. 4 School districts and public charter schools shall be flexible in awarding the remaining 12 units of credit. The credits must meet the needs of the individual student as specified in the education plan of the student with the expectations and standards aligned to the appropriate grade level academic content standards. These credits may include: (A) Additional core credits; (B) Career and Technical Education; (C) Electives; and (D) Career development.

19. Is there a specific level of proficiency in math the student needs to acquire or just the required number of credits? For a modified diploma or extended diploma, the student would not have to reach a specific level of proficiency. Credit could be earned in such courses as consumer math, business math or basic math.

8 Credit could also be earned in courses at a higher level of proficiency, but with significant modifications.

20. What is “Career Development” (included in the list of 12 remaining credits to be earned for a modified diploma)? Career Development as used in the modified diploma rule aligns with OAR 581-022-1510 Comprehensive Guidance and Counseling. Career Development could be any coursework, including working in a career center or other career exploration work that would assist the student in preparing for the career of his/her choice. For a student with disabilities, career development would include transition services and the course of study the student would pursue in order to achieve his or her post secondary goal.

21. What is “Additional Core” (included in the list of 12 remaining credits to be earned for a modified diploma)? Additional core are classes in English/Language Arts, Mathematics, Science, and Social Sciences.

ADDITIONAL REQUIREMENTS

22. Do students earning a modified diploma or extended diploma have to meet the other requirements in the Oregon diploma? Yes. Each student working toward a modified or extended diploma is expected to: 1) Develop an education plan and build an education profile; 2) Be aware of the option to earn credit for proficiency; In addition, students working toward a modified diploma must: 3) Build a collection of evidence (or include evidence in an existing collection) to demonstrate extended application of the standards.

23. What else is a school district required to provide for modified or extended diploma students? • Access to literacy instruction until school exit • Access to needed courses • Modifications and supports to coincide with his/her individual plan • Substantial academic content • Content across academic areas such as: Applied Academic Consumer Knowledge/skill development

24. Can a student earning a modified or extended diploma participate in the high school graduation ceremony? Yes. Each student receiving a modified or extended diploma shall be offered the option of participating in the high school graduation ceremony with the members of their class receiving a regular high school diploma. PLEASE NOTE: To be eligible for GPA affiliated recognitions, students must meet all standard diploma criteria.

9 IMPLICATIONS

25. How will students or parents know that high school coursework has been modified? Both the student and parent must be notified if courses in high school have been modified or extended diploma and a school district or public charter school must provide a transcript which clearly identifies modified courses that count toward a modified or extended diploma.

26. Will the modified or extended diploma be accepted by four-year universities or community colleges? Most four-year universities do not accept a modified or extended diploma; however, an appeal may be considered by some universities. Community college courses are available to students who have a modified diploma. Most community colleges would not accept an extended diploma. At the community college level, all new, non-transfer freshman are required to take a placement exam that indicates course levels required in reading, language arts (comprehension and writing) and mathematics. Community colleges offer remedial courses that do not count toward college credit. Students who receive an extended diploma would find it extremely difficult to meet the entrance criteria and placement exam required by the community college.

27. Will students who receive a modified diploma be eligible for federal or state financial aid at a post-secondary institution? Students who receive a modified diploma may be eligible for federal financial aid. Eligibility for federal student aid is based on financial need and on several other factors. The US Department of Education, Federal Student Aid Programs lists the following requirements for eligibility: • Demonstrate financial need. • Have a high school diploma or a General Education Development (GED) certificate, pass a test approved by the U.S. Department of Education, meet other standards your state establishes that the Department approves, or complete a high school education in a home school setting that is treated as such under state law. • Be working toward a degree or certificate in an eligible program. • Be a U.S. citizen. • Have a valid Social Security Number • Register with the Selective Service if required. • Maintain satisfactory academic progress once in school. • Certify that you are not in default on a federal student loan and do not owe money on a federal student grant. • Certify that you will use federal student aid only for educational purposes. The Modified Diploma, according to the US Department of Education, qualifies as a high school diploma. If the student meets the other requirements and has received a Modified Diploma, then the student would qualify for federal financial aid. Some state and private financial aid and scholarships are available. Each student should work with the high school counselor, financial aid advisor, or the college registrar for clarification of what options are available.

28. Will the modified diploma or extended diploma be accepted by the military? Some branches of the military may accept a modified diploma. Acceptance depends on the current needs of the military and criteria may change quickly. Students and their parents should check with recruiters to determine if a modified diploma is currently being accepted. All branches of the 10 service have minimum scores required for entry on a placement test called the Armed Services Vocational Aptitude Battery (ASVAB).

No information is available at this time with regard to students with an extended diploma being accepted into the military. However, these students may have a difficult time achieving the minimum score required for the Armed Services Vocational Aptitude Battery (ASVAB).

Certificate of Achievement/Attendance Criteria

Neither of these options are a default track for students who can and should earn a standard diploma. There must be a clear plan developed for each student at the beginning of 9th grade or date of transfer.

11 Certificate of Attendance Certificate of Achievement Based on the decision of a school team, The Certificate of Achievement is awarded to a including the parent or guardian, a student will student who is unable to meet the standards of be awarded a certificate of attendance and a modified or regular diploma. Based on the participate in graduation if it is clearly decisions of a school team, including the parent determined by the student’s educational needs or guardian, the student’s educational plan is and educational plan that the student requires based primarily on life skills and transitional additional time to complete high school and earn goals. a standard or modified diploma or Certificate of Achievement before turning 21. The Student: The Student:  Is not on track to receive a standard or  Will complete transition goals and/or age out modified diploma in four years as agreed at 21 upon by an SST or IEP Team  Has significantly modified curriculum (focus  Can choose to return to school after on life skills) receiving the certificate and walking at  Is not on a standard diploma track as agreed graduation as outlined under educational upon by an SST or IEP team. May be on a OARs to work on standard or modified modified diploma track. diploma or Certificate or Achievement  Is meeting specified goals of required  May have significantly modified curriculum learning/credit achievement outlined in their as a part of their regular instruction Personal Educational Plan  Is meeting specified goals of required learning/credit achievement outlined in their Personal Educational Plan. Where this may lead?  Transition from high school to the  Transition from high school to the community community  Workforce opportunities that do not require  Preparation for programs supported by social a standard high school diploma services  The possibility of additional vocational  Workforce opportunities that do not require training or enrollment in a community college a modified or standard high school diploma if entrance requirements are met  The need for further coursework to pursue post-secondary opportunities  Additional year(s) to work on standard or modified diploma or Certificate of Achievement  May or may not lead to eligibility for acceptance into the armed forces.

Modified Diploma, Extended Diploma and Alternative Certificates: Yearly Timeline

12 Counselors at the middle and high school level review list of students currently identified to be working towards a modified diploma, extended diploma or alternative certificate.

Education Plans for all students working towards a modified diploma, extended diploma or alternative certificate are verified.

All classroom teachers impacted by students working towards a modified diploma, extended diploma or alternative certificate are notified with guidance provided for intended modifications of coursework including expectations for learning, appropriate learning resources and instructional strategies and grading practices.

FALL/WINTER/SPRING School teams regularly consider the appropriateness of a modified diploma, extended diploma or alternative certificate for graduation based on data from multiple sources including: □ Transcript grades and attendance record; □ Longitudinal data including state and district benchmark testing across multiple subjects; □ If appropriate, the student’s current IEP indicating goals and objectives that do not meet minimum graduation requirements/expectancies. □ Evidence that the majority of the student’s course requirements have been or will be substantially revised/modified resulting in modified grades for the coursework completed. □ Evidence that the student needs primary learning experiences designed to teach functional living and employment skills. □ Participation in alternate assessments □ Other:

SPRING Documents are prepared and included in registration materials beginning with fifth graders transitioning to middle school explaining the variety of diploma options for students.

Education Plans for all students working towards a modified diploma, extended diploma or alternative certificates are updated as part of the registration process.

District and school websites are reviewed to ensure accurate information is available to parents and students regarding diploma requirements.

13 IDENTIFICATION PROCESS Modified Diploma/Extended Diploma/Alternative Certificates

A school team, including the parent(s) or guardian of the student, will be responsible to decide if a student will work toward obtaining a regular diploma, modified diploma, extended diploma or alternative certificate.

STEP 1: NOTIFICATION of OPTIONS . All families will be provided information about diploma and certificate options beginning in the spring of the 5th grade year and each year thereafter as part of registration materials.

. Middle School and High School websites will contain information on diploma and certificate options.

. Registration materials such as education planning guides will include information on diploma and certificate options.

STEP 2: REFERRAL

. If a student is on an IEP or 504 plan, the consideration for a modified diploma, extended diploma or alternative certificate must be made at the time of developing the plan (if at the end of the 6th grade year or later) or at the time of re-evaluation.

. If a student is not on an Individualized Education Plan (IEP) or 504 plan, but an educator or parent/guardian believes the student meets the criteria to be considered for a modified diploma, extended diploma or alternative certificate, a referral form may be submitted to the Assistant Principal for Student Services to initiate the gathering of information and the creation of a decision-making team.

STEP 3: Identifying a SCHOOL DECISION-MAKING TEAM

. The Decision-Making Team for a student on an IEP is the IEP team.

. The Decision-Making Team for a student on a 504 Plan is the 504 Team.

. The Decision-Making Team for a general education student must include the parent(s) or guardian. The team should also include any educator familiar with the relevant educational record of the student and may include general education teachers, counselors and administrators.

14 STEP 4: IDENTIFICATION PROCESS . The school team shall decide that a student should work toward a modified diploma, extended diploma or alternative certificate no earlier than the end of the 6th grade and no later than 2 years before the student’s anticipated exit from high school.

. The Decision-Making team will review relevant data, including: 1. Transcript grades and attendance record; 2. Longitudinal data including state and district benchmark testing across multiple subjects; 3. If appropriate, the student’s current IEP indicating goals and objectives that do not meet minimum graduation requirements/expectancies. 4. Evidence that the majority of the student’s course requirements have been or will be substantially revised/modified resulting in modified grades for the coursework completed. 5. Evidence that the student needs primary learning experiences designed to teach functional living and employment skills. 6. Evidence regarding participation in alternative assessments. 7. Other:

At this point a student may be in one of three categories: a) Meeting eligibility criteria b) Needs further consideration c) Not meeting eligibility criteria.

a) Meeting Eligibility Criteria The student is eligible if documented history supports that the student has an inability to maintain grade level achievement due to significant learning, instructional and/or assessment barriers inherent in the student OR has a documented history of a medical condition that creates a barrier to achievement.

b) Needs Further Consideration It may be determined that a decision should be delayed based on inconclusive evidence that a modified diploma, extended diploma or alternative certificate is in the best interest of the student. Further data will be collected and a future date will be set to make a determination.

c) Not Meeting Eligibility Criteria The student will not be considered eligible if the team reviews all available data and determines that the student does not meet the District's criteria for a modified diploma, extended diploma or alternative certificate.

15 STEP 5: EDUCATION PLAN including MODIFICATIONS Once a student has been found eligible for a modified diploma, extended diploma or alternative certificate, the student’s education plan must be written to indicate agreed on modifications. Modifications may include: . Enrollment in courses specifically identified as modified. . Enrollment in general education course where coursework, assessment and grading practices are significantly modified.

The education plan including intended modifications must be shared with all teachers of the student.  To receive a modified diploma, student must successfully complete at least 24 credits of required courses as defined by district policy and administrative rule, IKF and IKF-AR.  To receive an extended diploma, student must successfully complete at least 12 credits of required courses as defined by district policy and administrative rule, IKF and IKF-AR.

STEP 6: ANNUAL REVIEW and REVISION OPTIONS After students working toward a modified diploma or extended diploma have completed the eighth grade, the decision-making team must review progress annually with the parent or guardian of the student as well as the student.

At anytime as is appropriate, the student’s school team may formally decide to revise a modified diploma or extended diploma decision. Revisions may include: . Changing the student’s education plan to enable them to achieve a standard diploma; . Adjusting necessary modifications to the current education plan; . Changing the student’s education plan from a standard diploma or alternative certificate to a modified diploma or extended diploma if the documented history of the student has changed.

16 STAFF GUIDANCE FOR MODIFIED OR EXTENDED DIPLOMAS

At the beginning of each semester, you will be provided the names of students currently in your classes who are on are working towards a modified or extended diploma. Please be aware of the following guidelines for these students:

1. Each student’s counselor (non-IEP students) or case manager (IEP students) will serve as his/her modified or extended diploma manager. Please contact the modified or extended diploma manager if you have any questions regarding a student.

2. Modified diploma students are required to earn 24 credits to graduate. Extended diploma students are required to earn 12 credits to graduate. The modified or extended diploma manager will review other Roseburg Public School District graduation requirements to determine which, if any, the student will be expected to complete.

3. Students working towards a modified or extended diploma may complete their studies in regular classrooms, in resource rooms or in other alternative learning environments.

4. The modified or extended diploma manager, IEP team and teachers shall consider student interests, work habits, attendance, skills, individual effort and post-high school plans (if known) when making decisions about: a. The selection of appropriate courses necessary to earn required credits; b. The modification of course content, curriculum and expectations; and c. The evaluation of student performance.

5. Students working towards a modified or extended diploma may receive modifications in course content, curriculum and performance expectations. Classrooms teachers, with the agreement of the modified or extended diploma manager and/or the IEP team, shall determine appropriate work products to be completed and performance expectations to be met. Guidelines for classroom modifications can be found on the district website in the section on modified diplomas.

6. Students working towards a modified or extended diploma may receive a Pass/No Pass or letter grade. The modified or extended diploma manager, in consultation with the student, classroom teachers and the IEP team, will make this decision.

17 ACCOMMODATIONS AND MODIFICATIONS:

A HANDBOOK FOR STAFF

April 2009

18 TABLE OF CONTENTS

Introduction Page 2

Accommodations and Modifications Page 3

Examples of Accommodations Page 4

Examples of Modifications Page 9

19 INTRODUCTION

It is the goal of Roseburg Public Schools that the information presented in this booklet will assist staff in fulfilling the promise that this nation made to students with disabilities through IDEA (Individuals with Disabilities in Education Act) and Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act. The primary purpose of this federal legislation is to provide access to and equalization of educational opportunities to students with disabilities through appropriate accommodations and modifications designed to benefit the individual student.

Accommodations and modifications are determined on an individual basis through the PBIS, IEP or Section 504 plan process. These teams are charged with determining the appropriate accommodations and/or modifications that are necessary for the student to:

 Advance appropriately toward attaining the goals outlined in their educational plan;

 Advance appropriately toward attaining their annual IEP goals;

 Be involved in and progress in the general curriculum;

 Participate in extra curricular and other nonacademic activities; and,

 Be educated and participate with other students with and without disabilities.

Special education staff is available to offer information, assistance, and support to faculty and staff implementing accommodations and modifications for students with disabilities.

A SPECIAL NOTE TO TEACHERS:

Many disabilities are obvious and the question is one of degree regarding accommodations and modifications and the amount of assistance required. There are cases, though, in which it is impossible to see a student’s disability or to know that a student has a disability. It is critically important that clear and timely communication occur between special education staff and regular education staff to ensure that appropriate accommodations and modifications are being implemented.

20 ACCOMMODATIONS AND MODIFICATIONS

There is a significant difference between an accommodation and a modification. Understanding the difference is crucial when developing education plans for students.

ACCOMMODATION: An accommodation can be made for any student, not just students with a 504 plan or an IEP. An accommodation does not alter what the student is expected to learn. An accommodation makes learning accessible to the student and allows the student to demonstrate what they know.

MODIFICATION: Modifications are generally made for students with significant cognitive or physical disabilities. A modification does alter content knowledge expectations as well as assessment administration practices.

Example #1: Accommodation If a student in a math class has a processing disorder and, as a result, he produces work much more slowly, an accommodation might be that he would only be required to complete ten questions on an assignment or test instead of twenty. However, those questions would include all of the content knowledge the student was expected to learn and master.

Modification On the other hand, if the student was unable to master the content, even with accommodations, then the teacher would have to modify the content expectations. This student might do ten or twenty questions on an assignment or test, but he would only focus on addition and subtraction, not the broad range of knowledge that the rest of the students are expected to master.

Example #2: Accommodation A student in an English class has a writing disability. He reads the same works as everyone else and is required to demonstrate the same minimal knowledge of facts, depth of understanding and complexity of analysis regarding plot, character development, etc. As an accommodation to his writing disability, he is allowed to use a computer to write his final essay, or he may have less stringent time constraints on producing the written product. He may also be able to demonstrate his knowledge verbally.

Modification The student’s writing disability is such that even though he is able to master the content knowledge of the course, he must be verbally coached through the writing process in order to complete writing assignments that other students are required to complete independently.

The key to determining what is an accommodation vs. a modification is for the teacher to have analyzed the core standards’ requirements for the courses they are teaching. Teachers should be able to identify the essential learning and skills students should be able to demonstrate for proficiency. Once a teacher has identified the essential learning and skills, it is easier to determine if the support being provided to a student is making learning accessible and allowing them to demonstrate mastery of the content, or if the support is modifying the actual content knowledge expectations.

21 EXAMPLES OF PROGRAM ACCOMMODATIONS

 ACCOMMODATIONS ARE PART OF SOUND TEACHING PRACTICES.

 ACCOMMODATIONS ARE AVAILABLE TO ALL STUDENTS INCLUDING BOTH STUDENTS WITH AND WITHOUT DISABILITIES.

The following pages contain examples of allowable accommodations. These examples are not checklists and should never be considered as all-inclusive or mandatory listings. Rather, they are intended to serve as “starters” for school teams designing accommodation plans that meet a student’s specific need(s). Accommodations/adjustments or services are always made on a case-by- case basis and individualized. Accommodations are to be reasonable.

Type of Examples Accommo dation  Extended time Changes in  Frequent breaks timing or  Divide testing over several sessions schedulin  Administer assessments at a time of day most beneficial to students g  Set time expectations for assignments  Provide clues such as clock faces indicating beginning and ending time  Provide tests in segments so that student hands in one segment before receiving the next part

Type of Examples Accommo dation  Provide a structured learning environment Changes in the  Adapt non-academic times such as lunch, recess and PE setting /  Change student seating environm  Utilize a study carrel ent  Alter location of personal or classroom supplies for easier access to minimize distraction  Test/teach an individual student in a separate location  Test/teach in a small group in a separate, but familiar location  Encourage a student’s work habits during instruction or assessment – reinforcing consistent engagement  Stabilize instructional or test materials/papers (e.g. tape, magnets, clips, clamps  Use sensory processing techniques to allow students to attend to task  Use adaptive/special furniture or positioning assistance consistent with the student’s instructional setting  Support physical position of student, e.g. preferential seating, special lighting, increase/decrease opportunity for movement.

22 Type of Examples Accommo dation  Read or re-read directions to student Changes in how  Sign directions the  Translate directions orally or in writing curriculu  Provide written version of oral directions m and/or  Simplify language in directions assessme nts are  Clarify directions presente  Highlight words in directions d  Use auditory amplification devices, hearing aids, noise buffers  Use visual magnification devices  Provide large print materials  Provide Braille materials  Provide audio versions of texts or other instructional materials  Prompt student to read directions and/or test items aloud  Read mathematics, science, and social sciences (not reading/literature) items and response choices aloud to the student by the test administrator or by use of technology.  Provide transparent sheets (clear or tinted) to protect test materials or to improve focus and/or contrast sheeting  Write out homework assignments, check student’s recording of assignments  Tailor home work assignments toward student strengths  Tape lessons so the student can listen to them again; allow students to tape lessons  Use computer-aided instruction and other audiovisual equipment  Select alternative textbooks, workbooks, or provide books on tape  Highlight main ideas and supporting detail in the book  Provide copies of material for extra practice (i.e. outlines, study guides)  Prioritize drill and practice activities for saliency  Vary the method of lesson presentation using multi-sensory techniques:  Lecture plus overhear/board demonstration support  Small groups required to demonstrate a process  Large groups required to demonstrate a process  Audio-visual (i.e. filmstrips, study prints) methods  Peer tutors or cross-age tutors  Demonstrations, simulations  Experiments  Games  One-to-one instruction with other available adults  Ask student to repeat/paraphrase context to check understanding  Arrange for a mentor to work with student in his or her interest area or area of greatest strength  Provide peer tutoring  Simplify and repeat instructions about in-class and homework assignments 23  Vary instructional pace  Reinforce the use of compensatory strategies, i.e. pencil grip, Mnemonic devices, “spell check”  Vary kind of instructional materials used  Assess whether student has the necessary prerequisite skills. Determine whether materials are appropriate to the student’s current functioning levels  Reinforce study skill strategies (survey, read, recite, review)  Introduce definition of new terms/vocabulary and review to check for understanding  Be aware of student’s preferred learning style and provide matching instruction materials  Limit amount of material presented on a single page  Provide a sample or practice test  Provide personal copy of test tools and allow for color-coding/highlighting

24 Type of Examples Accommo dation  Provide for oral assessment Changes in how  Students who require increased spacing, wider lines or margins should have the additional room student  Respond in Braille responds  Vocalize thought process out-loud  Assessment answers marked in test booklets or recorded (CD, video, or audio cassette) and transcribed into regular answer sheet by school staff  Use of assistive technology device that serves as the primary communication mode  Point to or dictate multiple-choice responses to a scribe  Student retells story to test administrator or educational assistant in her or her own words before responding to the multiple-choice items  Student uses a recording device to record/play back questions, passages and responses  Student uses any technology device that serves as their primary written communication mode e.g. word processing or typewriter including adaptive keyboard as long as the following features are disengaged: Formatting, spell check, grammar check, word prediction or function keys

Type of Examples Accommo dation  Allow response aids, e.g. Perkins Braille, adaptive pencils, key guards and References and skins tools  Calculator  Manipulatives  Masks/markers to limit distractions  Abacus  Model and reinforce organizational systems (i.e. color-coding, graphic organizers)  Thesaurus and/or Dictionary readily available  Spell checkers (for daily work)  For the state assessment, if the student initiates the process of checking spelling at an individual word level, an electronic spell checker is allowed  State developed student and/or official scoring guides  Highlighters  Correction fluid or tape  Use of masking device  Graphic organizers

25 Type of Examples Accommo dation  Use behavioral management techniques consistently within a classroom and Behavioral across classes Strategie  Implement behavioral/academic contracts s  Utilize positive verbal and/or nonverbal reinforcements  Utilize logical consequences  Confer with the student’s parents (and student as appropriate)  Establish a home/school communication system for behavior monitoring  Post rules and consequences for classroom behavior  Put student on daily/weekly progress report/contact  Reinforce self-monitoring and self-recording of behaviors

26 EXAMPLES OF PROGRAM MODIFICATIONS  MODIFICATIONS CHANGE, LOWER OR REDUCE LEARNING EXPECTATIONS

This page contains examples of modifications. These examples are not checklists and should never be considered as all-inclusive or mandatory listings. Rather, they are intended to serve as “starters” for school teams designing modification plans that meet a student’s specific need(s). Modifications are made on a case- by-case basis. Parents must be included in this process.

27 Type of Examples Modificat ions Assessment Modifications: Changes in Scheduling assessments outside of the official testing window. timing or Classroom Instruction Modifications: schedulin g Assessment Modifications: Changes in how Read assessment reading/literature passages, items and distractors aloud to the student the Signing the reading/literature, mathematics, science, and social science passages, items curriculu and distractors to the student m and/or Translate test items and distractors into languages other than what is provided by the assessme state. nts are Limit the number of distractors on test items presente Reword or simplify wording of test items d Synonyms or definitions provided to students upon request Clarification of non-construct related vocabulary in math assessments Requiring students to raise hand and instructor verifies work before allowing progress Classroom Instruction Modifications: Learning expectations related to the standards have been lowered or reduced for the student

Changes in how Assessment Modifications: the student Student retells the reading passage in his or her own words for reading responds comprehension and does not respond to multiple-choice items Classroom Instruction Modifications: Performance expectations related to the standards have been lowered or reduced for the student

Changes in the Assessment Modifications: setting / Administer test in student’s home in the evening with parent as test administrator environm Classroom Instruction Modifications: ent

References and Assessment Modifications: tools Electronic language translation device that scans words and reads them to student in native language Classroom Instruction Modifications:

28 APPENDICES

Dear Parents: 29 As your child begins the transition to middle school, it is important that you become aware of diploma options available in Roseburg Public Schools. Every effort will be made to help your student receive a standard high school diploma. If you and a school team decide that this is not possible for your child, and if he or she meets the definitions of eligibility defined in the Oregon Administrative Rule, you may opt for a modified diploma or extended diploma. A modified or extended diploma does not have all of the benefits of a regular diploma and you and the school team should discuss what this diploma option might mean for your student.

Roseburg Public School District awards the following diplomas and certificates as appropriate:

Standard Diploma Modified Diploma Extended Diploma Certificate of Achievement Certificate of Attendance

For further description of these diplomas and certificates and their benefits and disadvantages, please link to the Roseburg Public Schools Board Policy, IKF, adopted 5/12/10. www.roseburg.k12.or.us/depts/board/policies/documents/IKF.pdf.

For further information about the Oregon Administrative Rule on Modified Diplomas or Extended Diplomas, go to www.arcweb.sos.state.or.us/banners/rules.htm. Select OAR 581-022-1130 through 581-022-1135.

Sincerely,

Dawne Huckaby Matt Brausam Director of Teaching and Learning Director of Student Services 541-440-4005 541-440-4031

30 MODIFIED DIPLOMA/EXTENDED DIPLOMA/ALTERNATIVE CERTIFICATE Referral for Consideration

Please fill out the following questionnaire when referring a child not currently on an IEP or 504 Plan to be considered for a modified diploma, extended diploma or alternative certificate. Submit referral to the Assistant Principal for Student Services.

Student Being Referred ______

Date of Referral______

Current Grade______

Name of Person Making the Referral______

Relationship to Student______

Reason(s) for Referral:  A documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers inherent in the student. Include with referral:  PBIS Longitudinal Data and Intervention History  Mastery in Motion Summary Data  Other relevant data supporting this claim  A documented history of a medical condition that creates a barrier to achievement. Include documents of evidence.

Assurance This referral is not based on significant learning and instructional barriers due to the use of illegal drugs except in the circumstance where the student a. Has successfully completed a supervised drug or alcohol rehabilitation program and is no longer engaged in the illegal use of drugs or alcohol; or b. Has been rehabilitated successfully and is no longer engaged in the illegal use of drugs or alcohol; or c. Is participating in a supervised rehabilitation program and is no longer engaging in the illegal use of drugs or alcohol.

As a result of this referral, a school team to include the parent(s) or guardian and other staff having knowledge of the student’s academic history will be established to determine appropriateness of a modified diploma, extended diploma or alternative certificate.

31 INITIAL DETERMINATION and RE-EVALUATION RECORD MODIFIED DIPLOMA - EXTENDED DIPLOMA - CERTIFICATE OF ACHEIVEMENT - CERTIFICATE OF ATTENDANCE

To better understand the need for a Modified Diploma, Extended Diploma, Certificate of Achievement or Certificate of Attendance for ______, please complete the following:

Initial Consideration: ______Student Birth Date______Age:______Date Re-Evaluation: ______Date Date Date Date Date

At a minimum, the decision to consider a student for a Modified Diploma, Extended Diploma, Certificate of Achievement or Certificate of Attendance is made by the District using the following team process: 1. For students in general education, the team will be composed of at least the following: (a) school administrator, (b) general education teacher, (c) counselor, (d) student, (e) parent, and (f) a district-level representative from alternative education/special programs. 2. For students eligible under the Individuals with Disabilities Education Act (IDEA), an IEP team must make the decision. 3. For students eligible under Section 504, the 504 team must make the decision.

The recommendation for a Modified Diploma, Extended Diploma, Certificate of Achievement or Certificate of Attendance is being made by: □a general education team □an IEP team □a 504 team

The decision to consider a student for a Modified Diploma, Extended Diploma, Certificate of Achievement or Certificate of Attendance must be made using all pertinent data including: □ Transcript grades and attendance record; □ Longitudinal data including state and district benchmark testing across multiple subjects; □ If appropriate, the student’s current IEP indicating goals and objectives that do not meet minimum graduation requirements/expectancies. □ Evidence that the majority of the student’s course requirements have been or will be substantially revised/modified resulting in modified grades for the coursework completed. □ Evidence that the student needs primary learning experiences designed to teach functional living and employment skills. □ Other: ______

TEAM DECISION □Pursue a Traditional Diploma □Pursue a Modified Diploma □Pursue an Extended Diploma □Pursue a Certificate of Achievement □Pursue a Certificate of Attendance □Defer decision to a later date (specifcy):

32 MODIFIED DIPLOMA AGREEMENT

The team has reviewed and discussed Roseburg Public School’s graduation options and agrees that a Modified Diploma plan best meets ______needs. Our team understands: 1. A Modified Diploma does not meet traditional diploma requirements and ______will not be eligible for a traditional diploma under this plan. 2. A Modified Diploma signifies the successful completion of a modified high school program with modified course choices and/or modified curriculum, course expectations and grades. 3. Upon graduation, the student’s transcript will reflect that a modified diploma was granted. 4. The pass/no pass or letter grading option may be utilized in a modified course. A “NP” is zero units of credit. A “P” will not count in the computation of a grade point average, but will accumulate credits. 5. That a modified diploma a. may or may not be regarded as meeting entrance requirements for the military. b. will not typically be accepted for entrance requirements in a four-year university. c. may be accepted at a community college if the student is able to pass an entrance exam 6. That once it is agreed that the student will pursue a modified diploma and his/her academic course of study has been modified, he/she will not receive a regular diploma unless a revised plan is developed and the student completes the requirements for a standard diploma.

I/We understand the Modified Diploma Agreement and the need for recommending placement of this student on a Modified Diploma Plan.

Parent/Guardian______Date______YES NO (signature) (circle one)

Student______Date______YES NO (signature) (circle one)

Counselor______Date______YES NO (signature) (circle one)

Case Manager______Date______YES NO (signature) (circle one)

Administrator______Date______YES NO (signature) (circle one)

Teacher______Date______YES NO (signature) (circle one)

Other______Date______YES NO (signature) (circle one) 33 EXTENDED DIPLOMA AGREEMENT

The team has reviewed and discussed Roseburg Public School’s graduation options and agrees that an Extended Diploma plan best meets ______needs. Our team understands: 7. An Extended Diploma does not meet traditional diploma requirements and ______will not be eligible for a traditional diploma under this plan. 8. An Extended Diploma signifies the successful completion of a modified high school program with modified course choices and/or modified curriculum, course expectations and grades. 9. Upon graduation, the student’s transcript will reflect that an extended diploma was granted. 10. The pass/no pass or letter grading option may be utilized in a modified course. A “NP” is zero units of credit. A “P” will not count in the computation of a grade point average, but will accumulate credits. 11. That an extend diploma a. may not be regarded as meeting entrance requirements for the military. b. will not be accepted for entrance requirements in a four-year university. c. may be accepted at a community college if the student is able to pass an entrance exam 12. That once it is agreed that the student will pursue an extended diploma and his/her academic course of study has been modified, he/she will not receive a regular diploma unless a revised plan is developed and the student completes the requirements for a standard diploma.

I/We understand the Extended Diploma Agreement and the need for recommending placement of this student on an Extended Diploma Plan.

Other______Date______YES NO (signature) (circle one)

34 CERTIFICATE OF ACHIEVEMENT AGREEMENT

The team has reviewed and discussed Roseburg Public School’s graduation options and agrees that a Modified Diploma plan best meets ______needs. Our team understands: 1. A Certificate of Achievement does not meet traditional diploma requirements and ______will not be eligible for a traditional diploma under this plan. 2. Certificate of Achievement signifies the successful completion of a modified high school program with modified course choices and/or modified curriculum, course expectations and grades. 3. Upon graduation, the student’s transcript will reflect that a Certificate of Achievement was granted. 4. The pass/no pass or letter grading option may be utilized in a modified course. A “NP” is zero units of credit. A “P” will not count in the computation of a grade point average, but will accumulate credits. 5. That a Certificate of Achievement a. will not be regarded as meeting entrance requirements for the military. b. will not be accepted for entrance requirements in a four-year university. c. will not be accepted at a community college. 6. That once it is agreed that the student will pursue a Certificate of Achievement and his/her academic course of study has been modified, he/she will not receive a regular diploma unless a revised plan is developed and the student completes the requirements for a standard diploma.

I/We understand the Certificate of Achievement Agreement and the need for recommending placement of this student on a Certificate of Achievement Plan.

Other______Date______YES NO (signature) (circle one) 35 CERTIFICATE OF ATTENDANCE AGREEMENT

The team has reviewed and discussed Roseburg Public School’s graduation options and agrees that a Modified Diploma plan best meets ______needs. Our team understands: 1. A Certificate of Attendance does not meet traditional diploma requirements and ______will not be eligible for a traditional diploma under this plan. 2. A Certificate of Attendance signifies the successful completion of a modified high school program with modified course choices and/or modified curriculum, course expectations and grades. 3. Upon graduation, the student’s transcript will reflect that a Certificate of Attendance was granted. 4. The pass/no pass or letter grading option may be utilized in a modified course. A “NP” is zero units of credit. A “P” will not count in the computation of a grade point average, but will accumulate credits. 5. That a Certificate of Attendance a. will not be regarded as meeting entrance requirements for the military. b. will not be accepted for entrance requirements in a four-year university. c. will not be accepted at a community college. 6. That once it is agreed that the student will pursue a Certificate of Attendance and his/her academic course of study has been modified, he/she will not receive a regular diploma unless a revised plan is developed and the student completes the requirements for a standard diploma.

I/We understand the Certificate of Attendance Agreement and the need for recommending placement of this student on a Certificate of Attendance Plan.

Other______Date______YES NO (signature) (circle one) 36