Classroom Assessment Accommodations/Modifications

EdPro Development Accommodations & Modifications Form Classroom Assessment Accommodations/Modifications Instructional Accommodations/Modifications Behavior Support Accommodations/Modifications (In order to justify appropriateness of accommodations for any state Presentation of Subject Matter (If a Positive Behavior Support Plan has been completed, use this mandated tests, items checked below should be used consistently with checklist below to emphasize priority strategies and reference the ______Use spatial/graphic/visual strategies a student over the previous year.) Support Plan for details.) ______Use bodily kinesthetic or hands-on strategies Assignments ______Use musical/rhythmic strategies ______Give directions in small, distinct steps ______Conduct comprehensive functional assessment ______Use self-management strategies (see Self- ______Give directions in alternative format ______Teach functionally equivalent alternatives to challenging Management/Monitoring) (written/picture/verbal, etc.) behaviors ______Use cooperative learning strategies ______Give directions in multiple formats (e.g., written & orally) ______Increase opportunities for choice ______Present demonstrations (models) ______Audio/Video tape directions for student ______Use instruction/assessment that capitalizes on ______Emphasize critical information ______Give extra cues/prompts on assignments strengths/interests ______Pre-teach vocabulary ______Provide photocopies of pages/items vs. student copying ______Increase predictability of schedule ______Use Experiential Learning/examples from text/board ______Assign daily classroom job in strength/interest area ______Use functional/authentic instruction ______Read/audio tape ALL text on assignments ______Provide low vocabulary/language materials on ______Modify worksheet/packet format (essay, short answer, fill Social Interaction Support topic/theme/concept in blank, multiple choice, etc.) ______Review and practice social skills using role play and/or ______Check often for understanding/review ______Increase frequency of assignments formatted for learning authentic (real) situations ______Plan for generalization/teach skills in several style strength areas ______Assign as cross-age or same age peer tutor settings/situations ______Shorten assignments (fewer items/questions) ______Provide a peer advocate ______Request parent reinforcement of instruction ______Modify difficulty level of content ______Provide social skills instruction ______Instruction focuses on IEP goals only ______Allow student to type or tape assignment ______Create a “Circle of Friends” ______Provide cross-age or same-age peer tutoring ______Allow alternate assignment/strategy when class demands ______Use multiple/rotating peers for groups/tutoring conflict w/ IEP goals Self Management/Monitoring ______Use errorless learning strategies ______No penalty for spelling/handwriting/sloppy ______Provide daily assignment book ______School text sent home for summer preview ______Provide extra grade opportunities (re-do items missed, ______Provide written daily schedule extra credit, etc.) ______Provide pictorial daily schedule Materials ______Modify grading scale (pass/fail or points) ______Provide study guides ______Home set of texts/materials for preview/review ______Provide grading rubrics w/ assignment ______Provide T-Charts for classroom rules ______Tapes of teacher lectures/discussions ______Other ______Provide self-monitoring checklists for academic tasks ______Modify arrangement of material on page ______Provide self-monitoring checklists for unwritten ______Carbonless or photo copy of peer's class notes Pacing curriculum (class rules, procedures, social skills, etc.) ______Audio taped textbooks/materials ______Flexible time limits ______Provide step by step checklists for academic tasks ______Provide supplementary materials ______Allow breaks ______Provide step by step checklists for unwritten curriculum ______Typed copies of teacher lectures/notes ______Vary assessment/assignment activity frequently (class rules, procedures, social skills, etc.) ______Large print/magnified photocopies ______Omit tasks requiring copying in timed situations ______Use socially appropriate coping/relaxation strategies ______Highlighted texts/study guides ______Compacting ______Other ______Consequence Manipulations Environmental Arrangements ______Provide a range of consequences, including instructional ______Planned/preferential seating Testing consequences ______Modify room arrangement ______Modify test format ______Use reinforcement-based decelerating consequences ______Reduce/minimize distractions (visual, auditory, tactile, ______Oral testing for directions and/or test items ______Increase ratios of positive to negative interaction movement, and/or social) ______Shorten test length ______Provide verbal reinforcers ______Provide special equipment: ______Modify content being tested ______Provide non-verbal reinforcers _____ computer _____ audio tape recorder ______Additional/alternate materials (see Materials) ______Provide concrete reinforcers _____ word processor _____ see OT/PT report ______Consider learning styles & change assessment mode to: ______Provide a choice of reinforcers _____ calculator _____ see technology _____ Exhibitions _____ Reflections ______Provide activity-based reinforcers assessment report _____ Performances _____ Products ______Provide social reinforcers _____ Journals _____ Visuals _____ AAC device _____ other ______Use reactive strategies _____ video recorder ______Authentic applications of content/concept ______Follow crisis intervention plan ______Alternate test administrator/locale ______Other ______