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2004 State of Florida, Department of State. 2. Workshop Outcomes. Participants will be able to use a systematic decision-making process to...identify individual student needsdifferentiate between accommodations and modificationsselect and design appropriate accommodations when planning
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1. © 2004 State of Florida, Department of State 1 Dealing with Differences: Strategies That Work! A Cooperative Workshop Provided by the
Learning Systems Institute at FSU
and the
Florida Inclusion Network Welcome participants.
Identify the following sponsoring agencies for the training:
• Florida Department of Education (DOE)/Bureau of Exceptional Education and Student Services
• Accommodations and Modifications for Students with Disabilities Project at the Learning Systems Institute (LSI) at Florida State University
• Florida Inclusion Network (FIN).
Introduce yourself and other trainers.
Discuss timelines and break times described on handout P-1: Workshop Agenda.Welcome participants.
Identify the following sponsoring agencies for the training:
• Florida Department of Education (DOE)/Bureau of Exceptional Education and Student Services
• Accommodations and Modifications for Students with Disabilities Project at the Learning Systems Institute (LSI) at Florida State University
• Florida Inclusion Network (FIN).
Introduce yourself and other trainers.
Discuss timelines and break times described on handout P-1: Workshop Agenda.
2. © 2004 State of Florida, Department of State 2 Workshop Outcomes • Participants will be able to use a systematic decision-making process to...
• identify individual student needs
• differentiate between accommodations and modifications
• select and design appropriate accommodations when planning lessons
This workshop is designed to help you meet the needs of students with disabilities.
In order to increase the success of students with disabilities in regular education programs, all teachers must be aware of accommodations that can be made. Accommodations can be made within the context of a basic education classroom or other educational settings such as an exceptional student education (ESE) class, a pull-out program, a study skills class, or a career and technical education class.
In this workshop you’ll learn how to identify the needs of individual students and select or design accommodations to meet these needs when planning lessons.
We’ll consider accommodations in the context of lesson planning because the learning supports needed often change with the learning situation.This workshop is designed to help you meet the needs of students with disabilities.
In order to increase the success of students with disabilities in regular education programs, all teachers must be aware of accommodations that can be made. Accommodations can be made within the context of a basic education classroom or other educational settings such as an exceptional student education (ESE) class, a pull-out program, a study skills class, or a career and technical education class.
In this workshop you’ll learn how to identify the needs of individual students and select or design accommodations to meet these needs when planning lessons.
We’ll consider accommodations in the context of lesson planning because the learning supports needed often change with the learning situation.
3. © 2004 State of Florida, Department of State 3 Workshop Outcomes (cont’d.) • implement and monitor accommodations
• evaluate the effectiveness of the accommodations
...so that the level of success in the general education curriculum is constantly increasing for each individual learner. In addition to knowing how to implement the accommodations, you will also learn how to evaluate learner-specific accommodations.
You need to be reflective and ask, “Did the accommodation work? Did it make a difference?”
We want to make sure that all students have access to the general curriculum.In addition to knowing how to implement the accommodations, you will also learn how to evaluate learner-specific accommodations.
You need to be reflective and ask, “Did the accommodation work? Did it make a difference?”
We want to make sure that all students have access to the general curriculum.
4. © 2004 State of Florida, Department of State 4 What Is Access? All students must have access to the general education curriculum. Access means that all students deserve the opportunity to receive instruction in the general education curriculum.
In Florida, when we talk about the general education curriculum, we mean
• the regular Sunshine State Standards, in the academic subjects
• basic courses and career and technical education courses
Access to the general curriculum does not always mean the student is in the general (regular) classroom all day long.
The curriculum is what the student should learn and be able to do. It can be delivered in a number of different settings (e.g., regular classroom, pull-out program, study skills class, career and technical education classes).
• Ask: “Did you know that most students with disabilities in Florida graduate with a standard diploma?”Access means that all students deserve the opportunity to receive instruction in the general education curriculum.
In Florida, when we talk about the general education curriculum, we mean
• the regular Sunshine State Standards, in the academic subjects
• basic courses and career and technical education courses
Access to the general curriculum does not always mean the student is in the general (regular) classroom all day long.
The curriculum is what the student should learn and be able to do. It can be delivered in a number of different settings (e.g., regular classroom, pull-out program, study skills class, career and technical education classes).
• Ask: “Did you know that most students with disabilities in Florida graduate with a standard diploma?”
5. © 2004 State of Florida, Department of State 5
Access may require
• Differentiated instructional methods
• Unique accommodations and supports to enhance learning
• Modifications to requirements or content
What Is Access? There should be a continuum of supports and assistance in place for students who have disabilities. By making that continuum available we can provide access to the general curriculum. This may occur within the context of the regular classroom, but there are also strategies for making sure that the general curriculum is available within the special education classroom as well.
Access to the general curriculum may require differentiated instructional methods so that students are able to participate within the regular classroom.
It may mean that some individual students need accommodations and supports that are specific to their disability.
Some students with disabilities may need modified program requirements or a different curriculum. For these students, expected outcomes and curriculum content can be modified. Generally, these students will be working for a special diploma.
Students with significant disabilities also need access to the general curriculum. This may occur in an inclusion setting in the general classroom or in an ESE setting with exposure to the general education curriculum.There should be a continuum of supports and assistance in place for students who have disabilities. By making that continuum available we can provide access to the general curriculum. This may occur within the context of the regular classroom, but there are also strategies for making sure that the general curriculum is available within the special education classroom as well.
Access to the general curriculum may require differentiated instructional methods so that students are able to participate within the regular classroom.
It may mean that some individual students need accommodations and supports that are specific to their disability.
Some students with disabilities may need modified program requirements or a different curriculum. For these students, expected outcomes and curriculum content can be modified. Generally, these students will be working for a special diploma.
Students with significant disabilities also need access to the general curriculum. This may occur in an inclusion setting in the general classroom or in an ESE setting with exposure to the general education curriculum.
6. © 2004 State of Florida, Department of State 6 The Individuals with Disabilities Education Act (IDEA, 1997 and 2004) is the federal law that requires us to provide services to ESE students.
You must meet the needs of students that result from their disability. You must consider how the disability impacts the student’s access to the general curriculum.
The bottom line is that access is the law. We’re going to look at how we can put the law into action in a way that works for students and teachers.
Florida’s state and district laws and regulations support the mandates of the federal law, the Individuals with Disabilities Education Act (IDEA, 1997). Students with disabilities in Florida have a right to program accommodations and modifications. School districts are required to provide needed accommodations and modifications.
State Board of Education Rule 6A.6.0312, FAC, Course Modifications, and Rule 6A-1.0943, FAC, Statewide Assessment for Students with Disabilities, specify allowable accommodations and modifications (Appendix B of Accommodations: Assisting Students with Disabilities—A Guide for Educators, 2003 edition, provides the complete text of the rules).
(For additional information on legal implications, see page 3 in Accommodations: Assisting Students with Disabilities—A Guide for Educators.)The Individuals with Disabilities Education Act (IDEA, 1997 and 2004) is the federal law that requires us to provide services to ESE students.
You must meet the needs of students that result from their disability. You must consider how the disability impacts the student’s access to the general curriculum.
The bottom line is that access is the law. We’re going to look at how we can put the law into action in a way that works for students and teachers.
Florida’s state and district laws and regulations support the mandates of the federal law, the Individuals with Disabilities Education Act (IDEA, 1997). Students with disabilities in Florida have a right to program accommodations and modifications. School districts are required to provide needed accommodations and modifications.
State Board of Education Rule 6A.6.0312, FAC, Course Modifications, and Rule 6A-1.0943, FAC, Statewide Assessment for Students with Disabilities, specify allowable accommodations and modifications (Appendix B of Accommodations: Assisting Students with Disabilities—A Guide for Educators, 2003 edition, provides the complete text of the rules).
(For additional information on legal implications, see page 3 in Accommodations: Assisting Students with Disabilities—A Guide for Educators.)
7. © 2004 State of Florida, Department of State 7 How Do We Provide Access? How do we provide access? It’s one thing to say the law says we have to do it, and it is another thing to say, “Come into our classrooms and tell us how we’re going to do it.”
We provide access to the general curriculum by providing appropriate accommodations and modifications for each student with a disability.
You’ll learn about accommodations and modifications in this workshop. First, we need to get the vocabulary straight.How do we provide access? It’s one thing to say the law says we have to do it, and it is another thing to say, “Come into our classrooms and tell us how we’re going to do it.”
We provide access to the general curriculum by providing appropriate accommodations and modifications for each student with a disability.
You’ll learn about accommodations and modifications in this workshop. First, we need to get the vocabulary straight.
8. © 2004 State of Florida, Department of State 8 Confused by Vocabulary? • Accommodations
• Change how students learn and ways they demonstrate what they have learned
• Same objectives
• Standard diploma
• Modifications
• Change what students are expected to learn and demonstrate
• Different objectives
• Special diploma The term modifications has been used in the past as an “umbrella” to refer to any changes that are made to assist a student. This word is presently found in the federal laws and state rules. The term “modification” is also used in the IEP.
However, that is changing. We are using the terms accommodations and modifications according to these definitions:
Accommodations… (Read description in transparency). Most students with disabilities are able to master the same objectives as nondisabled students when the proper accommodations are in place. In general, these students are pursuing a standard diploma. The focus of this workshop is on making appropriate accommodations for students.
Modifications… (Read description in transparency). Modifications involve making significant changes to what the student is expected to learn. When students are unable to master the Sunshine State Standards of the general curriculum, even with appropriate accommodations, changes may be made to the program or course requirements. Most students who require modifications to standards and course requirements are pursuing a special diploma.
The term modifications has been used in the past as an “umbrella” to refer to any changes that are made to assist a student. This word is presently found in the federal laws and state rules. The term “modification” is also used in the IEP.
However, that is changing. We are using the terms accommodations and modifications according to these definitions:
Accommodations… (Read description in transparency). Most students with disabilities are able to master the same objectives as nondisabled students when the proper accommodations are in place. In general, these students are pursuing a standard diploma. The focus of this workshop is on making appropriate accommodations for students.
Modifications… (Read description in transparency). Modifications involve making significant changes to what the student is expected to learn. When students are unable to master the Sunshine State Standards of the general curriculum, even with appropriate accommodations, changes may be made to the program or course requirements. Most students who require modifications to standards and course requirements are pursuing a special diploma.
9. © 2004 State of Florida, Department of State 9 Accommodations and Modifications Are…. • Determined by the IEP team Accommodations and modifications are documented in the individual educational plan (the IEP) or the 504 plan.
• Ask: “Are you familiar with the IEP and the ways the IEP is developed?” (Note: Answer any specific questions or provide a brief description.)
• Ask: “Have you seen the IEPs for the students in your classrooms each year?”
You are entitled to see the IEPs of your students. The IEP lets you know what types of accommodations and modifications are required for the student.
(If you sense that your audience is unfamiliar with IEPs, you may direct their attention to handout P-8: Sample IEP.
For additional information on IEPs and 504 plans, see pages 3-6 and 49-51 in Accommodations: Assisting Students with Disabilities—A Guide for Educators.)
Accommodations and modifications are documented in the individual educational plan (the IEP) or the 504 plan.
• Ask: “Are you familiar with the IEP and the ways the IEP is developed?” (Note: Answer any specific questions or provide a brief description.)
• Ask: “Have you seen the IEPs for the students in your classrooms each year?”
You are entitled to see the IEPs of your students. The IEP lets you know what types of accommodations and modifications are required for the student.
(If you sense that your audience is unfamiliar with IEPs, you may direct their attention to handout P-8: Sample IEP.
For additional information on IEPs and 504 plans, see pages 3-6 and 49-51 in Accommodations: Assisting Students with Disabilities—A Guide for Educators.)
10. © 2004 State of Florida, Department of State 10 What Are Modifications? Changes to what students are expected to learn and demonstrate Though the focus of this workshop is on accommodations, it is important to understand the difference between the two concepts.
Modifications are significant changes to what students are expected to learn.
When modifications are made, students will not have an opportunity to achieve all of the Sunshine State Standards or meet the requirements for a standard diploma.
Though the focus of this workshop is on accommodations, it is important to understand the difference between the two concepts.
Modifications are significant changes to what students are expected to learn.
When modifications are made, students will not have an opportunity to achieve all of the Sunshine State Standards or meet the requirements for a standard diploma.
11. © 2004 State of Florida, Department of State 11 Modifications may include • Completion of selected course requirements
• Curriculum expectations below grade level
• Alternate curriculum goals Modifications may include
Completion of selected course requirements: Modified objectives are provided for students who will learn only a portion of the overall content.
Curriculum expectations below grade level: Students are working significantly below grade level. Many students in regular education are working below grade level. This may or may not be a modification. To a great extent it depends on how far below grade level. For example, a tenth grade student working on third grade skills has a modified curriculum.
Alternate curriculum goals: Students are not working on the Sunshine State Standards for academic subject areas (for example, students who are learning daily living skills). Modifications may include
Completion of selected course requirements: Modified objectives are provided for students who will learn only a portion of the overall content.
Curriculum expectations below grade level: Students are working significantly below grade level. Many students in regular education are working below grade level. This may or may not be a modification. To a great extent it depends on how far below grade level. For example, a tenth grade student working on third grade skills has a modified curriculum.
Alternate curriculum goals: Students are not working on the Sunshine State Standards for academic subject areas (for example, students who are learning daily living skills).
12. © 2004 State of Florida, Department of State 12 Modifications Students who need modifications to standards and requirements are working for a special diploma. Remember that modifications can have a significant impact on the student’s ability to earn a standard diploma.
For credit toward a standard diploma, the requirements for basic education (regular academic) courses cannot be modified. Students with disabilities are expected to learn the same things as nondisabled students.
For credit toward a standard diploma, career and technical education programs and course requirements may be modified (changed) as long as the changes are aimed at preparing the student for the job he or she has selected.
If a student with disabilities requires major modifications in standards and course requirements, he or she may be able to earn a special diploma.
Students may use modified courses to meet the requirements for a special diploma.
It is also important that you understand that modifications made in the elementary school can impact the type of diploma a student ultimately earns. A student may be unable to pursue the courses in middle school or high school that could lead to a standard diploma. In elementary school, it is very important not to make modifications and lower your expectations unless absolutely necessary.Remember that modifications can have a significant impact on the student’s ability to earn a standard diploma.
For credit toward a standard diploma, the requirements for basic education (regular academic) courses cannot be modified. Students with disabilities are expected to learn the same things as nondisabled students.
For credit toward a standard diploma, career and technical education programs and course requirements may be modified (changed) as long as the changes are aimed at preparing the student for the job he or she has selected.
If a student with disabilities requires major modifications in standards and course requirements, he or she may be able to earn a special diploma.
Students may use modified courses to meet the requirements for a special diploma.
It is also important that you understand that modifications made in the elementary school can impact the type of diploma a student ultimately earns. A student may be unable to pursue the courses in middle school or high school that could lead to a standard diploma. In elementary school, it is very important not to make modifications and lower your expectations unless absolutely necessary.
13. © 2004 State of Florida, Department of State 13 What Are Accommodations? • Change how students are instructed and assessed
• Expectations for student achievement do not have to change.
Accommodations are changes to how (the way) students are expected to learn (i.e., instruction) and to demonstrate what they have learned (i.e, assessment).
When accommodations are made, expectations for student achievement do not have to change. In most cases students with disabilities can achieve the same outcomes as the other students when appropriate accommodations are made.
Accommodations are changes to how (the way) students are expected to learn (i.e., instruction) and to demonstrate what they have learned (i.e, assessment).
When accommodations are made, expectations for student achievement do not have to change. In most cases students with disabilities can achieve the same outcomes as the other students when appropriate accommodations are made.
14. © 2004 State of Florida, Department of State 14 Accommodations... • Involve varied techniques and support systems
• Help students to work around any limitations that result from disability
• Assure opportunity to access general curriculum and earn a standard diploma Accommodations involve a wide range of techniques and support systems that help students with disabilities work around any limitations that result from their disability.
For example, students who are blind may need to use braille textbooks or books-on-tape. Students in wheelchairs may need a ramp or elevator to be able to move independently in a school building. Students who are deaf or hard-of- hearing may need to have a sign language interpreter.
Accommodations are one of the keys to planning effective educational programs for students with disabilities.
Accommodations are whatever it takes to insure students with disabilities the opportunity to participate as fully as possible in the general curriculum and ultimately earn a standard diploma.
Accommodations involve a wide range of techniques and support systems that help students with disabilities work around any limitations that result from their disability.
For example, students who are blind may need to use braille textbooks or books-on-tape. Students in wheelchairs may need a ramp or elevator to be able to move independently in a school building. Students who are deaf or hard-of- hearing may need to have a sign language interpreter.
Accommodations are one of the keys to planning effective educational programs for students with disabilities.
Accommodations are whatever it takes to insure students with disabilities the opportunity to participate as fully as possible in the general curriculum and ultimately earn a standard diploma.
15. © 2004 State of Florida, Department of State 15 Accommodations may be provided in five general areas: Methods and materials for instruction
Assignments and classroom assessments
Learning environment
Time demands and scheduling
Special communication systems
These are the five areas in which accommodations may be made. Consider the student’s needs in relation to each area. Each of these areas will be presented in more detail. You can use the MALTS mnemonic to help you remember the five areas (Have participants practice saying the areas of accommodation in unison, using the acronym to help learn them.)
Methods and materials for instruction: Changes can be made to the way the lesson is presented or the instructional materials used (for example, providing a textbook at a lower reading level).
Assignments and classroom assessments: Accommodations can be made to the classroom assignments and to assessments (for example, having students complete every other problem for homework).
Learning environment: Changes can be made to both the physical environment and to classroom management systems (for example, seating a student away from the busy areas in the classroom).
Time demands and scheduling: Changes can be made to time demands and schedules to accommodate a student who works more slowly than other students or a student who is able to focus only for short time periods (for example, allowing additional time to finish an assignment).
Special communication systems: Special communication systems can be provided for students (for example, sign language for a student with a hearing impairment, or a computer with voice capabilities for a student with a visual impairment).These are the five areas in which accommodations may be made. Consider the student’s needs in relation to each area. Each of these areas will be presented in more detail. You can use the MALTS mnemonic to help you remember the five areas (Have participants practice saying the areas of accommodation in unison, using the acronym to help learn them.)
Methods and materials for instruction: Changes can be made to the way the lesson is presented or the instructional materials used (for example, providing a textbook at a lower reading level).
Assignments and classroom assessments: Accommodations can be made to the classroom assignments and to assessments (for example, having students complete every other problem for homework).
Learning environment: Changes can be made to both the physical environment and to classroom management systems (for example, seating a student away from the busy areas in the classroom).
Time demands and scheduling: Changes can be made to time demands and schedules to accommodate a student who works more slowly than other students or a student who is able to focus only for short time periods (for example, allowing additional time to finish an assignment).
Special communication systems: Special communication systems can be provided for students (for example, sign language for a student with a hearing impairment, or a computer with voice capabilities for a student with a visual impairment).
16. © 2004 State of Florida, Department of State 16 Who is eligible for accommodations? • Students who have been evaluated and staffed into programs for students with disabilities
• Students with “504 plans”
• Others who need support to achieve the desired learning outcomes
Students with disabilities are eligible for accommodations (Categories of disabilities include specific learning disabilities, mental handicaps, emotional handicaps, deaf or hard-of-hearing, visual impairments, physical disabilities, autism, and speech and language impairments). These students have IEPs.
504 plans: Students with physical or mental disabilities who do not meet eligibility requirements for ESE programs may also require accommodations. Section 504 of the Rehabilitation Act of 1973 provides these rights to all Americans with disabilities. Your school district develops “504 plans” for these students. These plans list accommodations for students who do not qualify for ESE. The 504 plan is kept in the student’s cumulative folder. (Check with your local school district for details.)
As teachers we know that we need to provide learning supports to ALL children in the class. Many of the accommodations you’ll be learning about in this workshop are beneficial for all students. They are really just good teaching practices.Students with disabilities are eligible for accommodations (Categories of disabilities include specific learning disabilities, mental handicaps, emotional handicaps, deaf or hard-of-hearing, visual impairments, physical disabilities, autism, and speech and language impairments). These students have IEPs.
504 plans: Students with physical or mental disabilities who do not meet eligibility requirements for ESE programs may also require accommodations. Section 504 of the Rehabilitation Act of 1973 provides these rights to all Americans with disabilities. Your school district develops “504 plans” for these students. These plans list accommodations for students who do not qualify for ESE. The 504 plan is kept in the student’s cumulative folder. (Check with your local school district for details.)
As teachers we know that we need to provide learning supports to ALL children in the class. Many of the accommodations you’ll be learning about in this workshop are beneficial for all students. They are really just good teaching practices.
17. © 2004 State of Florida, Department of State 17 When Considering Accommodations... Gain input from
• Parents
• ESE staff
• Basic education teachers
• Career and technical education teachers
• The student!
As we said earlier, decisions about accommodations are made by the IEP team.
When accommodations are being considered, it’s very important that input be obtained from everyone—including the parents, ESE staff, and you, the basic or career and technical education teachers who will be responsible for implementing the accommodations.
It’s also very important to ask the student. The student can provide valuable insights into needed accommodations. If a student is reluctant to use a particular accommodation because it makes him or her look different from other students, other options should be considered.
As we said earlier, decisions about accommodations are made by the IEP team.
When accommodations are being considered, it’s very important that input be obtained from everyone—including the parents, ESE staff, and you, the basic or career and technical education teachers who will be responsible for implementing the accommodations.
It’s also very important to ask the student. The student can provide valuable insights into needed accommodations. If a student is reluctant to use a particular accommodation because it makes him or her look different from other students, other options should be considered.
18. © 2004 State of Florida, Department of State 18 It’s important to Consider the needs of each student with disabilities on an individual basis. It’s important to consider the needs of each student with a disability on an individual basis.
There are specific accommodations that are made based on a particular disability—like disabilities that involve sensory functions (for example, many students with visual impairments need materials in braille).
In general, we want to focus on each student’s individual needs, rather than providing a laundry list of generic accommodations relative to a particular disability (for example, students with learning disabilities do not ALL need books at lower reading levels).
When you are thinking about accommodations, consider the types of problems the student may have in learning and assessment situations.
It’s important to consider the needs of each student with a disability on an individual basis.
There are specific accommodations that are made based on a particular disability—like disabilities that involve sensory functions (for example,many students with visual impairments need materials in braille).
In general, we want to focus on each student’s individual needs, rather than providing a laundry list of generic accommodations relative to a particular disability (for example, students with learning disabilities do not ALL need books at lower reading levels).
When you are thinking about accommodations, consider the types of problems the student may have in learning and assessment situations.
19. © 2004 State of Florida, Department of State 19 Factors to Consider Some of the general factors you need to consider when making accommodations include:*
INPUT: Can the student learn from the same kinds of instruction and materials as his or her classmates? If not, how can the student successfully acquire the information and skills to be learned?
OUTPUT: Can the student participate in the lessons and be assessed in the same ways as his or her classmates? If not, how can the student successfully participate and be assessed?
RATE: Can the student work as fast as the rest of the class? If not, how can the schedule and practice opportunities be adapted?
SUPPORT: Can the student manage independent and group work as well as his or her classmates? If not, what kinds of adjustments are needed?
*Note: This information is adapted from Adapting Curriculum and Instruction in Inclusive Classrooms (p. 19) by C. Deschenes, D.G. Ebeling, and J. Sprague, 1995, Bloomington, IN: The Center for School and Community Integration, Institute for the Study of Developmental Disabilities.Some of the general factors you need to consider when making accommodations include:*
INPUT: Can the student learn from the same kinds of instruction and materials as his or her classmates? If not, how can the student successfully acquire the information and skills to be learned?
OUTPUT: Can the student participate in the lessons and be assessed in the same ways as his or her classmates? If not, how can the student successfully participate and be assessed?
RATE: Can the student work as fast as the rest of the class? If not, how can the schedule and practice opportunities be adapted?
SUPPORT: Can the student manage independent and group work as well as his or her classmates? If not, what kinds of adjustments are needed?
*Note: This information is adapted from Adapting Curriculum and Instruction in Inclusive Classrooms (p. 19) by C. Deschenes, D.G. Ebeling, and J. Sprague, 1995, Bloomington, IN: The Center for School and Community Integration, Institute for the Study of Developmental Disabilities.
20. © 2004 State of Florida, Department of State 20 Decision-making Principles Accommodations
• Must be necessary
• Should facilitate accurate demonstration of knowledge and skills
• Must not provide an unfair advantage or compromise test validity
• Should be the same, or nearly the same, for instruction and assessment situations
Decisions about accommodations to instruction and assessment for an individual student should be based on these principles.
Accommodations must be necessary. They should include only what the student needs, based on his or her disability, to achieve the desired learning outcomes, not what is “nice to have.”
Accommodations should facilitate an accurate demonstration of knowledge and skills. Using a calculator to solve simple addition problems will show whether the student can use a calculator to solve addition problems but NOT whether the student knows how to add.
Accommodations should not compromise the validity of a test. For example, you can’t read a test aloud to a student if the test measures reading skills. In addition, you have to follow the directions given in standardized tests.
Generally, a student is given the SAME (or nearly) types of accommodations for both instruction and assessment. If the student needs to use a word processor to complete a written assignment, he or she will also need it for a written test. Decisions about accommodations to instruction and assessment for an individual student should be based on these principles.
Accommodations must be necessary. They should include only what the student needs, based on his or her disability, to achieve the desired learning outcomes, not what is “nice to have.”
Accommodations should facilitate an accurate demonstration of knowledge and skills. Using a calculator to solve simple addition problems will show whether the student can use a calculator to solve addition problems but NOT whether the student knows how to add.
Accommodations should not compromise the validity of a test. For example, you can’t read a test aloud to a student if the test measures reading skills. In addition, you have to follow the directions given in standardized tests.
Generally, a student is given the SAME (or nearly) types of accommodations for both instruction and assessment. If the student needs to use a word processor to complete a written assignment, he or she will also need it for a written test.
21. © 2004 State of Florida, Department of State 21 Accommodations may be provided in five general areas: Methods and materials for instruction
Assignments and classroom assessments
Learning environment
Time demands and scheduling
Special communication systems
(Use a plain sheet of paper for the cover sheet. Place it under the transparency so that only the red letters MALTS are showing. Placing the cover sheet between the transparency and the projector plate enables you to see all of the text, while the participants view only the uncovered portion.)
Remember, there are five general areas in which accommodations can be provided. Let’s see if you can name them. Use the MALTS acronym to help you. (Let the group answer in unison while you point to each red letter. Slide the paper to uncover each area of accommodation when it is identified.)
Now we are going to look in-depth at the accommodations that may need to be made for students in these five areas to ensure that students with special needs can access the general curriculum.
While we are doing this, I want you to think about accommodations you have made in these areas in your own classrooms.(Use a plain sheet of paper for the cover sheet. Place it under the transparency so that only the red letters MALTS are showing. Placing the cover sheet between the transparency and the projector plate enables you to see all of the text, while the participants view only the uncovered portion.)
Remember, there are five general areas in which accommodations can be provided. Let’s see if you can name them. Use the MALTS acronym to help you. (Let the group answer in unison while you point to each red letter. Slide the paper to uncover each area of accommodation when it is identified.)
Now we are going to look in-depth at the accommodations that may need to be made for students in these five areas to ensure that students with special needs can access the general curriculum.
While we are doing this, I want you to think about accommodations you have made in these areas in your own classrooms.
22. © 2004 State of Florida, Department of State 22 Methods and Materials for Instruction • Students need accommodations because they have
• Limited reading abilities
• Difficulty understanding lectures and discussions
• Visual or hearing impairments These are some of the problems that require teachers to make accommodations to instructional methods and materials. We are going to look at these in detail in a moment.
Limited reading ability and difficulty understanding lectures are two common problems for which you may need to make accommodations when planning instructional materials and methods.
You will also need to make accommodations for students with visual or hearing impairments.
These are some of the problems that require teachers to make accommodations to instructional methods and materials. We are going to look at these in detail in a moment.
Limited reading ability and difficulty understanding lectures are two common problems for which you may need to make accommodations when planning instructional materials and methods.
You will also need to make accommodations for students with visual or hearing impairments.
23. © 2004 State of Florida, Department of State 23 Methods and Materials for Instruction • Can’t read?
• Use audio version
• Use alternate version (lower reading level)
• Use a videotape or movie
• Use reading buddy
• Use text-to-speech software (Use the cover sheet to hide the bulleted accommodations on the transparency. Place the cover sheet behind the transparency so you can see the text and participants can’t. Describe the problem and ask participants what accommodations they have made for students with this problem. Then uncover the transparency and compare their ideas with those listed.)
Students who can’t read well enough may read below grade level, read extremely slowly, or may make many word recognition mistakes. These students benefit from accommodations that help them access concepts in alternative ways to bolster understanding.
Use an audio version of text. Audio versions are often available from the publisher, or your district media center or ESE department.
Use alternate versions of the text. For example, when the class is studying about volcanoes, you can provide books that include the same material but are written on a lower reading level. This accommodation does not change what students are expected to learn because they all have to learn the same concepts. It changes how the student accesses the information.
Use portions of videotapes or movies. Use visual formats to support other reading and writing in the classroom. For example, if students are reading Matilda, show and discuss key scenes from the movie Matilda.
Assign a reading buddy to assist the student. For example, use of classroom peers or peers across grade levels to read aloud to students struggling with reading or to assist with decoding unknown words can be very effective.(Use the cover sheet to hide the bulleted accommodations on the transparency. Place the cover sheet behind the transparency so you can see the text and participants can’t. Describe the problem and ask participants what accommodations they have made for students with this problem. Then uncover the transparency and compare their ideas with those listed.)
Students who can’t read well enough may read below grade level, read extremely slowly, or may make many word recognition mistakes. These students benefit from accommodations that help them access concepts in alternative ways to bolster understanding.
Use an audio version of text. Audio versions are often available from the publisher, or your district media center or ESE department.
Use alternate versions of the text. For example, when the class is studying about volcanoes, you can provide books that include the same material but are written on a lower reading level. This accommodation does not change what students are expected to learn because they all have to learn the same concepts. It changes how the student accesses the information.
Use portions of videotapes or movies. Use visual formats to support other reading and writing in the classroom. For example, if students are reading Matilda, show and discuss key scenes from the movie Matilda.
Assign a reading buddy to assist the student. For example, use of classroom peers or peers across grade levels to read aloud to students struggling with reading or to assist with decoding unknown words can be very effective.
24. © 2004 State of Florida, Department of State 24 Methods and Materials for Instruction • Can’t identify main points when reading?
• Highlight text
• Read summary or objectives first
• Give vocabulary list before reading
• Provide a worksheet or study guide for independent reading
• Use hands-on activities or diagrams for presenting abstract or complex concepts
(Use the cover sheet as described in the notes for Transparency 23 to hide the bulleted accommodations.)
Students who have difficulty identifying the main points when reading often get caught up in details and have trouble knowing what is important. These students benefit from accommodations that help focus their attention on the important concepts.
Highlight text. Highlight important points, using color coding to enhance understanding (e.g., main ideas in blue, vocabulary words in pink). You should gradually phase out highlighting support.
Read summary or objectives first. This helps students know what they should focus on. It also helps student build a cognitive framework of important concepts.
Provide a worksheet or study guide for independent reading. The worksheet questions address main ideas and important concepts. The study guide organizes the information for the student.
Use hands-on activities or diagrams for presenting abstract or complex concepts. These allow students to work with the information in alternate ways so they can associate meaning with what they are reading.(Use the cover sheet as described in the notes for Transparency 23 to hide the bulleted accommodations.)
Students who have difficulty identifying the main points when reading often get caught up in details and have trouble knowing what is important. These students benefit from accommodations that help focus their attention on the important concepts.
Highlight text. Highlight important points, using color coding to enhance understanding (e.g., main ideas in blue, vocabulary words in pink). You should gradually phase out highlighting support.
Read summary or objectives first. This helps students know what they should focus on. It also helps student build a cognitive framework of important concepts.
Provide a worksheet or study guide for independent reading. The worksheet questions address main ideas and important concepts. The study guide organizes the information for the student.
Use hands-on activities or diagrams for presenting abstract or complex concepts. These allow students to work with the information in alternate ways so they can associate meaning with what they are reading.
25. © 2004 State of Florida, Department of State 25 Methods and Materials for Instruction • Can’t understand lectures and discussions?
• Before: Provide visual aids, provide advance organizers, give overview
• During: Provide notetaking organizers, emphasize verbally or with color
• After: Repeat, paraphrase, summarize; provide written summary aid; encourage questions Students who find it hard to understand lectures and discussions may have difficulty with learning by listening, or they may have trouble maintaining attention. These students will benefit from accommodations that provide structured support to guide listening and promote understanding.
Before the lecture. Include visual aids in the presentation. Provide a graphic organizer. Provide an overview of the lecture.
During the lecture. Present material in a logical manner. Emphasize important points (verbal emphasis, different colored chalk/markers). Provide organizers for notetaking (copy of overheads, lecture outline, pre-designed graphic organizers).
After the lecture. Repeat, paraphrase, and summarize main points.
Prepare a summary of important information with blanks to be filled in (or questions). Use cooperative learning techniques to review key points (e.g., Jigsaw; Think/Pair/Share). Encourage students to ask questions.Students who find it hard to understand lectures and discussions may have difficulty with learning by listening, or they may have trouble maintaining attention. These students will benefit from accommodations that provide structured support to guide listening and promote understanding.
Before the lecture. Include visual aids in the presentation. Provide a graphic organizer. Provide an overview of the lecture.
During the lecture. Present material in a logical manner. Emphasize important points (verbal emphasis, different colored chalk/markers). Provide organizers for notetaking (copy of overheads, lecture outline, pre-designed graphic organizers).
After the lecture. Repeat, paraphrase, and summarize main points.
Prepare a summary of important information with blanks to be filled in (or questions). Use cooperative learning techniques to review key points (e.g., Jigsaw; Think/Pair/Share). Encourage students to ask questions.
26. © 2004 State of Florida, Department of State 26 Methods and Materials for Instruction • Visual or hearing impairment?
• Preferential seating
• Materials in alternate formats
• Specialized equipment
• Special communication systems
Students with visual or hearing impairments may be unable to access information using standard materials and methods. They may benefit from the following kinds of accommodations:
Preferential seating. Seat student where he or she can see or hear best.
Materials in alternate format. Provide books and other instructional materials in an appropriate format. For example, students with visual impairments may need books on tape, in large print, or in braille.
Specialized equipment. Students with visual impairments may need specialized equipment such as an optical enhancer, computer with voice and text magnification capabilities, tape recorder, stylus and slate, or braille writer. Students with hearing impairments may need a tape recorder or an amplification system.
Special communication systems: Students with hearing impairments may need a sign language interpreter.
Students with visual or hearing impairments may be unable to access information using standard materials and methods. They may benefit from the following kinds of accommodations:
Preferential seating. Seat student where he or she can see or hear best.
Materials in alternate format. Provide books and other instructional materials in an appropriate format. For example, students with visual impairments may need books on tape, in large print, or in braille.
Specialized equipment. Students with visual impairments may need specialized equipment such as an optical enhancer, computer with voice and text magnification capabilities, tape recorder, stylus and slate, or braille writer. Students with hearing impairments may need a tape recorder or an amplification system.
Special communication systems: Students with hearing impairments may need a sign language interpreter.
27. © 2004 State of Florida, Department of State 27 Assignments and Assessments • Students need accommodations because they have
• Difficulty following instructions
• Difficulty completing assignments
• Difficulty with complex tasks and organization
• Limited writing abilities
• Difficulty taking tests
28. © 2004 State of Florida, Department of State 28 Assignments and Assessments • Difficulty following instructions?
• Provide oral/written directions, include pictures or diagrams
• Model, describe critical components
• Complete sample problems or tasks
• Have student paraphrase directions
• Provide assessment rubric
(Remember to use the cover sheet.)
Students who have difficulty following instructions often don’t focus their attention when instructions are being given, can’t remember multiple steps, and have difficulty comprehending instructions. These students benefit from accommodations that help them understand and remember the instructions.
After you have given the directions, you need to follow-up to make sure that the student understands and is following them. Give the student a chance at that time to ask any additional questions for clarification. If you can’t do this yourself, you can assign a buddy to assist.(Remember to use the cover sheet.)
Students who have difficulty following instructions often don’t focus their attention when instructions are being given, can’t remember multiple steps, and have difficulty comprehending instructions. These students benefit from accommodations that help them understand and remember the instructions.
After you have given the directions, you need to follow-up to make sure that the student understands and is following them. Give the student a chance at that time to ask any additional questions for clarification. If you can’t do this yourself, you can assign a buddy to assist.
29. © 2004 State of Florida, Department of State 29 Assignments and Assessments • Difficulty completing assignments?
• Provide individual responsibility checklist
• Use timer to define work periods
• Reduce work to essentials for learning objectives
• Teach use of planner/calendar (Remember to use the cover sheet.)
Students who have difficulty completing assignments need accommodations that help them structure the work in a manageable way, accept personal responsibility for completing the work, and monitor their own progress.
Provide the student with an individual responsibility checklist. This helps the student to become more aware of the responsibility and helps keep the student on track.
Use a timer to define work periods. You may also check on the student’s progress at the end of each work period and provide reinforcement.
Reduce work to the essentials for mastering objectives. For example, require 5 practice items instead of 10.
Teach the student to use a daily planner or calendar. This is an effective strategy for all students to keep track of when assignments are due or when tests are scheduled.(Remember to use the cover sheet.)
Students who have difficulty completing assignments need accommodations that help them structure the work in a manageable way, accept personal responsibility for completing the work, and monitor their own progress.
Provide the student with an individual responsibility checklist. This helps the student to become more aware of the responsibility and helps keep the student on track.
Use a timer to define work periods. You may also check on the student’s progress at the end of each work period and provide reinforcement.
Reduce work to the essentials for mastering objectives. For example, require 5 practice items instead of 10.
Teach the student to use a daily planner or calendar. This is an effective strategy for all students to keep track of when assignments are due or when tests are scheduled.
30. © 2004 State of Florida, Department of State 30 Assignments and Assessments • What can be changed for assessments?
• Presentation format
• Response mode
• Scheduling
• Setting
• Assistive devices
Accommodations can be provided for classroom tests and for the FCAT in five major areas. (Read the areas on the slide aloud.) Here are some examples of each type of test accommodation.
Presentation format: The test may be presented orally (instead of in written
format) if it is not a test of reading skills, in larger print, or in braille. The directions may be read aloud.
Response mode: The student may respond orally, dictate to a test proctor, or tape record answers for the test. The student may write the answers on the test itself instead of bubbling them in on the answer sheet.
Scheduling: The student may be given more time to take the test or the test
may be administered in short sessions.
Setting: The test may be given in the ESE classroom. The test may be administered individually or in small groups.
Assistive devices: The student may use the assistive devices in testing that are usually used in the classroom. For example, the student may use a visual magnification or auditory amplification device. The student may use word processing software to respond to test questions.
Each student is given only the testing accommodations that the individual student needs.
The IEP team or the 504 plan team determines which accommodations, if any, the student needs. Accommodations can be provided for classroom tests and for the FCAT in five major areas. (Read the areas on the slide aloud.) Here are some examples of each type of test accommodation.
Presentation format: The test may be presented orally (instead of in written
format) if it is not a test of reading skills, in larger print, or in braille. The directions may be read aloud.
Response mode: The student may respond orally, dictate to a test proctor, or tape record answers for the test. The student may write the answers on the test itself instead of bubbling them in on the answer sheet.
Scheduling: The student may be given more time to take the test or the test
may be administered in short sessions.
Setting: The test may be given in the ESE classroom. The test may be administered individually or in small groups.
Assistive devices: The student may use the assistive devices in testing that are usually used in the classroom. For example, the student may use a visual magnification or auditory amplification device. The student may use word processing software to respond to test questions.
Each student is given only the testing accommodations that the individual student needs.
The IEP team or the 504 plan team determines which accommodations, if any, the student needs.
31. © 2004 State of Florida, Department of State 31 Assignments and Assessments • Allowable test accommodations
• Some accommodations are not allowed for the FCAT or other standardized tests.
• They may be used in the classroom with written parent permission.
(Read the text on the transparency aloud.)
For example, on classroom tests, you may allow a student to use manipulatives or a calculator to recheck or complete computations. The FCAT only allows the use of calculators in grades 7-10.
Accommodations used with the FCAT must be consistent with what is allowed by Rule 6A-1.0943, FAC, Statewide Assessment for Students with Disabilities and the expanded accommodations approved by the state board of education. (See pages 36-43 in Accommodations: Assisting Students with Disabilities—A Guide for Educators and the Planning FCAT Accommodations for Students with Disabilities: Information for Parents and Teachers brochure.) Other standardized tests such as the Stanford 9 provide a list of allowable accommodations in the test manual.
Necessary test accommodations for the FCAT or other standardized tests must be documented on the student’s IEP or 504 plan. If an accommodation used in the classroom is not allowed for the FCAT, the school must get parents’ written permission to use the accommodation in the classroom.
(Refer participants to the brochure Planning FCAT Accommodations for Students with Disabilities: Information for Parents and Teachers, 2004. Go over the information in the brochure with participants, answering questions as needed.)(Read the text on the transparency aloud.)
For example, on classroom tests, you may allow a student to use manipulatives or a calculator to recheck or complete computations. The FCAT only allows the use of calculators in grades 7-10.
Accommodations used with the FCAT must be consistent with what is allowed by Rule 6A-1.0943, FAC, Statewide Assessment for Students with Disabilities and the expanded accommodations approved by the state board of education. (See pages 36-43 in Accommodations: Assisting Students with Disabilities—A Guide for Educators and the Planning FCAT Accommodations for Students with Disabilities: Information for Parents and Teachers brochure.) Other standardized tests such as the Stanford 9 provide a list of allowable accommodations in the test manual.
Necessary test accommodations for the FCAT or other standardized tests must be documented on the student’s IEP or 504 plan. If an accommodation used in the classroom is not allowed for the FCAT, the school must get parents’ written permission to use the accommodation in the classroom.
(Refer participants to the brochure Planning FCAT Accommodations for Students with Disabilities: Information for Parents and Teachers, 2004. Go over the information in the brochure with participants, answering questions as needed.)
32. © 2004 State of Florida, Department of State 32 Assignments and Assessments • FCAT waiver
• May be recommended by the IEP team for a senior with an IEP
• After student takes the grade 10 FCAT at least twice with accommodations (*March)
• Other graduation requirements must be met Some students with disabilities may be eligible for an FCAT waiver if the following requirements are met.
The IEP Team must determine that the FCAT cannot accurately measure the student’s abilities, even with allowable accommodations and that the student
• Has mastered the Sunshine State Standards
• Has participated in intensive remediation
• Has earned a 2.0 grade point average and the required course credits
• Has taken (and failed to pass) the FCAT at least twice, with allowable accommodations, including in March of the student’s senior year
What are some examples of why the FCAT might not accurately measure a student’s abilities?
• The student needed and received accommodations in the classroom that are not allowed on the FCAT
• A student’s disability prevents him or her from responding to the written test, even with accommodations.
A request for a special FCAT exemption may also be made through the district school superintendent and approved by the Commissioner of Education.Some students with disabilities may be eligible for an FCAT waiver if the following requirements are met.
The IEP Team must determine that the FCAT cannot accurately measure the student’s abilities, even with allowable accommodations and that the student
• Has mastered the Sunshine State Standards
• Has participated in intensive remediation
• Has earned a 2.0 grade point average and the required course credits
• Has taken (and failed to pass) the FCAT at least twice, with allowable accommodations, including in March of the student’s senior year
What are some examples of why the FCAT might not accurately measure a student’s abilities?
• The student needed and received accommodations in the classroom that are not allowed on the FCAT
• A student’s disability prevents him or her from responding to the written test, even with accommodations.
A request for a special FCAT exemption may also be made through the district school superintendent and approved by the Commissioner of Education.
33. © 2004 State of Florida, Department of State 33 Time Demands & Scheduling • Assignments: More time, choice of due dates, project timeline
• Assessments: Complete after school or in several short time periods
• Courses: Grade of “incomplete,” flexible scheduling
Students with disabilities may work at a slower pace than their peers. Or they may only be able to sustain attention and work for short periods of time. Some students do better when they are not under the pressure of a strict schedule. Accommodations can be made to time demands and scheduling for assignments, assessments, and entire courses of study.
Assignments:
Give the student more time to complete the assignment.
Check project accomplishments against a timeline. (The timeline breaks the project down into shorter segments that are more manageable.)
Give partial credit for late assignments.
Assessments:
Allow the student to finish the assessment before or after school.
Let the student complete the assessment over several short time periods.
Courses:
The student receives “incomplete” as a grade and completes the course later.
Flexible scheduling can allow the student more time to complete a course (e.g., during summer school).Students with disabilities may work at a slower pace than their peers. Or they may only be able to sustain attention and work for short periods of time. Some students do better when they are not under the pressure of a strict schedule. Accommodations can be made to time demands and scheduling for assignments, assessments, and entire courses of study.
Assignments:
Give the student more time to complete the assignment.
Check project accomplishments against a timeline. (The timeline breaks the project down into shorter segments that are more manageable.)
Give partial credit for late assignments.
Assessments:
Allow the student to finish the assessment before or after school.
Let the student complete the assessment over several short time periods.
Courses:
The student receives “incomplete” as a grade and completes the course later.
Flexible scheduling can allow the student more time to complete a course (e.g., during summer school).
34. © 2004 State of Florida, Department of State 34 Learning Environment Accommodations to the learning environment may include changes to the physical setting, grouping arrangements, or classroom management procedures and behavioral expectations.
Accommodations to the physical environment may be needed for students who have physical or sensory impairments.
Accommodations to classroom management may also be needed for students who need support to manage their own behavior.
Accommodations to the learning environment may include changes to the physical setting, grouping arrangements, or classroom management procedures and behavioral expectations.
Accommodations to the physical environment may be needed for students who have physical or sensory impairments.
Accommodations to classroom management may also be needed for students who need support to manage their own behavior.
35. © 2004 State of Florida, Department of State 35 Physical Environment • Facilities
• Accessible
• Barrier-free
• Equipment
An accessible and barrier-free environment is necessary for students with disabilities. Many buildings are well-equipped with nonslip surfaces, guide rails, ramps, elevators, and automatic doors for students who have difficulty getting around.
Accessibility standards are described in the Americans with Disabilities Act (ADA) mentioned in the first chapter of Accommodations: Assisting Students with Disabilities—A Guide for Educators. The standards describe requirements for elements such as parking and exterior routes, entries into buildings and rooms, alarms, telephones, drinking fountains, and restrooms.
Some accommodations may be needed for individual students. Special lighting and tilt-top desks may be needed by students who have visual impairments. Students in wheelchairs may need to have raised desks or countertops. Students who have hearing impairments may need classrooms that have special acoustical treatments. An accessible and barrier-free environment is necessary for students with disabilities. Many buildings are well-equipped with nonslip surfaces, guide rails, ramps, elevators, and automatic doors for students who have difficulty getting around.
Accessibility standards are described in the Americans with Disabilities Act (ADA) mentioned in the first chapter of Accommodations: Assisting Students with Disabilities—A Guide for Educators. The standards describe requirements for elements such as parking and exterior routes, entries into buildings and rooms, alarms, telephones, drinking fountains, and restrooms.
Some accommodations may be needed for individual students. Special lighting and tilt-top desks may be needed by students who have visual impairments. Students in wheelchairs may need to have raised desks or countertops. Students who have hearing impairments may need classrooms that have special acoustical treatments.
36. © 2004 State of Florida, Department of State 36 Behavior Management • Common problems
• Short attention span
• Difficulty working in groups
• Difficulty controlling own behavior
37. © 2004 State of Florida, Department of State 37 Behavior Management • Short attention span?
• Study carrel for independent work
• Tasks that can be completed in short periods of time
• Opportunities to move around in the classroom For students with a short attention span, it is important to reduce classroom distractions, break tasks into manageable units, and provide opportunities for movement.
These are a few of the accommodations you can make in the learning environment to support these students.
Study carrel for independent work: Eliminating distractions can help the student stay focused on the task. Be sure to check on the student periodically. Seat the student away from distractions such as windows, heating or cooling vents, doors, resource areas, and certain students.
Provide a quiet area where the student may go when necessary.
Tasks that can be completed in a short time: This may be as simple as drawing a line on the child’s math paper to indicate what problems should be completed before your next check.
Opportunities to move around in the classroom: Provide opportunities or assign tasks that legitimize walking around (for example, taking the attendance list to the office, or taking completed work to a “study-buddy” for double-checking). One teacher provided two desks at the back on opposite sides of the room and allowed the student to travel between desks as desired during the day.For students with a short attention span, it is important to reduce classroom distractions, break tasks into manageable units, and provide opportunities for movement.
These are a few of the accommodations you can make in the learning environment to support these students.
Study carrel for independent work: Eliminating distractions can help the student stay focused on the task. Be sure to check on the student periodically. Seat the student away from distractions such as windows, heating or cooling vents, doors, resource areas, and certain students.
Provide a quiet area where the student may go when necessary.
Tasks that can be completed in a short time: This may be as simple as drawing a line on the child’s math paper to indicate what problems should be completed before your next check.
Opportunities to move around in the classroom: Provide opportunities or assign tasks that legitimize walking around (for example, taking the attendance list to the office, or taking completed work to a “study-buddy” for double-checking). One teacher provided two desks at the back on opposite sides of the room and allowed the student to travel between desks as desired during the day.
38. © 2004 State of Florida, Department of State 38 Behavior Management • Difficulty working in large groups?
• Strategic seating arrangement
• Activities: preview; passive/active
• Follow-up instruction
• Difficulty working in small groups
• Group interaction skills
• Specific role/responsibility
• Pair up, partial participation Difficulty working in large groups:
Strategic seating arrangement: Let the student sit next to a person who can help him or her maintain attention.
Activities: Give a preview of class activities (letting students know what is going to happen). Provide a balance of passive and active activities.
Follow-up instruction: Provide follow-up instruction as needed (so students know they may have another chance to ask questions and understand instructions).
Difficulty working in small groups:
Group interaction skills: Make sure the student knows how to work cooperatively, give feedback, share ideas, and plan with others.
Specific role/responsibility: Assign the student a specific role or responsibility, such as gatekeeper or recorder.
Pair up, partial participation: Pair the student with a “trained” classmate to help the student keep on task in the group. Let the student participate in part of the group tasks.Difficulty working in large groups:
Strategic seating arrangement: Let the student sit next to a person who can help him or her maintain attention.
Activities: Give a preview of class activities (letting students know what is going to happen). Provide a balance of passive and active activities.
Follow-up instruction: Provide follow-up instruction as needed (so students know they may have another chance to ask questions and understand instructions).
Difficulty working in small groups:
Group interaction skills: Make sure the student knows how to work cooperatively, give feedback, share ideas, and plan with others.
Specific role/responsibility: Assign the student a specific role or responsibility, such as gatekeeper or recorder.
Pair up, partial participation: Pair the student with a “trained” classmate to help the student keep on task in the group. Let the student participate in part of the group tasks.
39. © 2004 State of Florida, Department of State 39 Behavior Management • For independent work, study and practice
• Self-checking materials; computer software
• A learning center
• A “study-buddy”
• Alternate activities
Students who have difficulty with independent work, study, and practice often forget what they are supposed to do. They may get sidetracked or have difficulty sustaining attention on tasks. They may also exhibit inappropriate behavior. You can help the student maintain appropriate behavior by providing
Self-checking materials; computer software: Students who have self-checking materials or computer-assisted instruction may be able to work more independently. These materials provide the immediate feedback that is needed.
A learning center: Provide a learning center with appropriate materials and equipment for exploring math concepts or science experiments.
A “study-buddy:” Have the student work with another student who will repeat and explain directions for independent work and who can help the student when the teacher is unavailable. Make sure the buddy knows how to work effectively with the student.
Provide alternative activities for the student during unstructured time. Make sure the student knows how to initiate and complete the activities and wants to do them. You might give the student a menu of choices for free time and then assist with making the choices, so that the child is positively engaged.Students who have difficulty with independent work, study, and practice often forget what they are supposed to do. They may get sidetracked or have difficulty sustaining attention on tasks. They may also exhibit inappropriate behavior. You can help the student maintain appropriate behavior by providing
Self-checking materials; computer software: Students who have self-checking materials or computer-assisted instruction may be able to work more independently. These materials provide the immediate feedback that is needed.
A learning center: Provide a learning center with appropriate materials and equipment for exploring math concepts or science experiments.
A “study-buddy:” Have the student work with another student who will repeat and explain directions for independent work and who can help the student when the teacher is unavailable. Make sure the buddy knows how to work effectively with the student.
Provide alternative activities for the student during unstructured time. Make sure the student knows how to initiate and complete the activities and wants to do them. You might give the student a menu of choices for free time and then assist with making the choices, so that the child is positively engaged.
40. © 2004 State of Florida, Department of State 40 Behavior Management • Difficulty controlling own behavior?
• Predictable classroom routines
• Clear rules and consequences
• Regular monitoring of behavior
• Specialized behavior management system if needed
You can help a student who has difficulty controlling his or her own behavior by providing the following:
Predictable classroom routines: Students can control their behavior when they know what to expect. Establish a system of alerts and procedures to follow to get ready to start a lesson, to change classes, or complete an activity.
Clear rules and consequences; consistent enforcement: All students need clear rules and consistent enforcement in the classroom. Give the student a copy of class rules and expectations. Let students role play positive and negative examples of behaviors on a regular basis to make sure all students understand.
Establish and regularly use a hierarchy of consequences for rule infractions. Make sure the student knows what the consequences are for turning work in late, or for fighting.
Regular monitoring of behavior: Monitor student’s compliance with class rules and communicate regularly with the student, the family, or others. Give positive reinforcement for following class rules.
Specialized behavior management system: A student who cannot manage his or her own behavior may need the help of a specialized behavior management system with rules, expectations, and consequences tailored to the individual student. You may need to work with the ESE teacher or the support staff on this system.
You can help a student who has difficulty controlling his or her own behavior by providing the following:
Predictable classroom routines: Students can control their behavior when they know what to expect. Establish a system of alerts and procedures to follow to get ready to start a lesson, to change classes, or complete an activity.
Clear rules and consequences; consistent enforcement: All students need clear rules and consistent enforcement in the classroom. Give the student a copy of class rules and expectations. Let students role play positive and negative examples of behaviors on a regular basis to make sure all students understand.
Establish and regularly use a hierarchy of consequences for rule infractions. Make sure the student knows what the consequences are for turning work in late, or for fighting.
Regular monitoring of behavior: Monitor student’s compliance with class rules and communicate regularly with the student, the family, or others. Give positive reinforcement for following class rules.
Specialized behavior management system: A student who cannot manage his or her own behavior may need the help of a specialized behavior management system with rules, expectations, and consequences tailored to the individual student. You may need to work with the ESE teacher or the support staff on this system.
41. © 2004 State of Florida, Department of State 41 Special Communication Systems • Alternative modes of communication
• (e.g., sign language)
• Augmentative communication systems
• (e.g., communication board)
• Limited English Proficiency needs
Some students with disabilities require the use of specialized communication systems.
These systems may involve the use of different modes of communication, such as total communication that involves sign language, finger spelling, and lip reading for students who are deaf or hard-of-hearing.
Other students may need to use augmentative communication systems such as a communication board or a presented symbol system.
Students with Limited English Proficiency may also need assistance with communication.
If you have a student who requires a specialized communication system, it will be important for you to learn about the unique requirements of the system. You may need to get trained in the use of the system so you can easily communicate with the child and not rely on interpreters or translators. Some students with disabilities require the use of specialized communication systems.
These systems may involve the use of different modes of communication, such as total communication that involves sign language, finger spelling, and lip reading for students who are deaf or hard-of-hearing.
Other students may need to use augmentative communication systems such as a communication board or a presented symbol system.
Students with Limited English Proficiency may also need assistance with communication.
If you have a student who requires a specialized communication system, it will be important for you to learn about the unique requirements of the system. You may need to get trained in the use of the system so you can easily communicate with the child and not rely on interpreters or translators.
42. © 2004 State of Florida, Department of State 42 Collaboration is a must.
43. © 2004 State of Florida, Department of State 43 Effective Instruction:
What Research Tells Us In this portion of the workshop, we are going to look at what research tells us makes instruction effective for all students. Research has shown that students will be more likely to learn what you are trying to teach if you follow these basic guidelines. That means you will need to make accommodations for only a very small number of students.
As we go through the strategies, you are probably going to realize that you're already doing many of these things in your own teaching—just as you found that you were already making many accommodations. However you probably aren’t taking the time to put all of the pieces together. Sometimes it does take a little longer to incorporate all of these strategies the first time you do the lesson, but over time you will build a bank of effective activities.
We are going to start out with general strategies and then use them when planning a specific lesson.
In this portion of the workshop, we are going to look at what research tells us makes instruction effective for all students. Research has shown that students will be more likely to learn what you are trying to teach if you follow these basic guidelines. That means you will need to make accommodations for only a very small number of students.
As we go through the strategies, you are probably going to realize that you're already doing many of these things in your own teaching—just as you found that you were already making many accommodations. However you probably aren’t taking the time to put all of the pieces together. Sometimes it does take a little longer to incorporate all of these strategies the first time you do the lesson, but over time you will build a bank of effective activities.
We are going to start out with general strategies and then use them when planning a specific lesson.
44. © 2004 State of Florida, Department of State 44 What Research Tells Us • Focus on the essentials
• Use explicit strategies
• Provide temporary support
• Make linkages obvious and explicit
• Prime background knowledge
• Review for fluency and generalization All students can benefit from the use of these effective instructional practices. These are some of the general techniques and strategies for instruction that have been proven to be effective with diverse groups of learners. These practices are drawn from a broad base of research.
Students with disabilities, students with Limited English Proficiency, and other types of students who are at-risk for failure in school can profit from these strategies. Even your most capable students can benefit from these techniques.
When you incorporate these techniques into your daily teaching routines, you will find that more of your students are able to succeed. You will spend less time reteaching and remediating.
The descriptions used in this section generally follow the categories described in Kameénui, E. J., & Carnine, D. W. (Eds.). (1995). Effective strategies that accommodate diverse learners. Upper Saddle River, NJ: Prentice-Hall, Inc.All students can benefit from the use of these effective instructional practices. These are some of the general techniques and strategies for instruction that have been proven to be effective with diverse groups of learners. These practices are drawn from a broad base of research.
Students with disabilities, students with Limited English Proficiency, and other types of students who are at-risk for failure in school can profit from these strategies. Even your most capable students can benefit from these techniques.
When you incorporate these techniques into your daily teaching routines, you will find that more of your students are able to succeed. You will spend less time reteaching and remediating.
The descriptions used in this section generally follow the categories described in Kameénui, E. J., & Carnine, D. W. (Eds.). (1995). Effective strategies that accommodate diverse learners. Upper Saddle River, NJ: Prentice-Hall, Inc.
45. © 2004 State of Florida, Department of State 45 Focus on the Essentials • Teach to the BIG ideas/key concepts
• Sunshine State Standards
• Umbrella concepts and principles
• Connect “small” ideas In Florida, the Sunshine State Standards have been developed to describe what students must learn and be able to do.
The terms “key concepts” or “big ideas” are sometimes used by educators to convey the importance of helping students to learn concepts and rules that will generalize and serve as links to future learning.
You can use the concept of “big ideas” or “essentials” to plan instruction more efficiently. Ask yourself, “What is essential for all students to know or be able to do after this class, unit, or lesson is over?”
The answers to this question should reflect the important principles, big ideas, and key concepts included in the Sunshine State Standards and the curriculum guides adopted by your school district. Once you’ve answered this question, you can then plan learning activities that will help all students meet this expectation. In Florida, the Sunshine State Standards have been developed to describe what students must learn and be able to do.
The terms “key concepts” or “big ideas” are sometimes used by educators to convey the importance of helping students to learn concepts and rules that will generalize and serve as links to future learning.
You can use the concept of “big ideas” or “essentials” to plan instruction more efficiently. Ask yourself, “What is essential for all students to know or be able to do after this class, unit, or lesson is over?”
The answers to this question should reflect the important principles, big ideas, and key concepts included in the Sunshine State Standards and the curriculum guides adopted by your school district. Once you’ve answered this question, you can then plan learning activities that will help all students meet this expectation.
46. © 2004 State of Florida, Department of State 46 Graphic organizers such as semantic webs and concept maps can be used to help students see the key concepts. By laying out the important ideas graphically, students can readily see how the ideas are connected to each other.
You can use this type of graphic organizer for many different topics. Be sure to label the lines so that students can see the relationship between the concepts. (Inspiration™ software is very helpful in creating these organizers.)
• Ask: “How many of you used a graphic organizer at some time this year with your students?” Graphic organizers such as semantic webs and concept maps can be used to help students see the key concepts. By laying out the important ideas graphically, students can readily see how the ideas are connected to each other.
You can use this type of graphic organizer for many different topics. Be sure to label the lines so that students can see the relationship between the concepts. (Inspiration™ software is very helpful in creating these organizers.)
• Ask: “How many of you used a graphic organizer at some time this year with your students?”
47. © 2004 State of Florida, Department of State 47 Use Explicit Strategies • Make strategies conspicuous to learners
• Label (name) the strategy
• Model it for students
• Explain how it works
• Remind students when to use it It is important to use explicit strategies and TEACH them to students. We often take it for granted that all students are going to discover the strategies on their own. But particularly with students who have difficulty learning, you need to name or label the strategy and model it for the students. You should go over the steps in the strategy again and again to prompt students. Remind them when it is time to use it. Over time students will internalize the strategies, and you can gradually reduce your prompting.
For example, the writing process is a strategy that we do tend to use with students. You may have a chart on the wall listing the steps in the process to prompt students.
Other examples include step-by-step strategies for solving different kinds of math problems, or using the scientific process to conduct an experiment.It is important to use explicit strategies and TEACH them to students. We often take it for granted that all students are going to discover the strategies on their own. But particularly with students who have difficulty learning, you need to name or label the strategy and model it for the students. You should go over the steps in the strategy again and again to prompt students. Remind them when it is time to use it. Over time students will internalize the strategies, and you can gradually reduce your prompting.
For example, the writing process is a strategy that we do tend to use with students. You may have a chart on the wall listing the steps in the process to prompt students.
Other examples include step-by-step strategies for solving different kinds of math problems, or using the scientific process to conduct an experiment.
48. © 2004 State of Florida, Department of State 48 Here is an example of a chart that could be posted on the wall to prompt students when solving word problems in subtraction. It breaks the problem into easy steps to follow.
• Ask: “How many of you have used something like this?” Here is an example of a chart that could be posted on the wall to prompt students when solving word problems in subtraction. It breaks the problem into easy steps to follow.
• Ask: “How many of you have used something like this?”
49. © 2004 State of Florida, Department of State 49 Provide Temporary Support “temporary” We need to remember that most learning support and scaffolding is temporary. As students gain more proficiency with the targeted knowledge and skills and with learning how to learn, the amount of support can and should be reduced.
Prompting and guidance needed in the beginning must be removed if students are to be independent learners.
It’s also important to remember that support that is provided for all students in the class in elementary school may be an accommodation at later grades. For example, most elementary classrooms have an alphabet chart posted. That is rarely the case in high school classrooms.
We need to remember that most learning support and scaffolding is temporary. As students gain more proficiency with the targeted knowledge and skills and with learning how to learn, the amount of support can and should be reduced.
Prompting and guidance needed in the beginning must be removed if students are to be independent learners.
It’s also important to remember that support that is provided for all students in the class in elementary school may be an accommodation at later grades. For example, most elementary classrooms have an alphabet chart posted. That is rarely the case in high school classrooms.
50. © 2004 State of Florida, Department of State 50 Continuum of Support Maximum It may be helpful to use a continuum of maximum–minimum when thinking about learning support. Start with the level of support needed and then gradually reduce support.
Examples of minimum support: (These are the kinds of things you may do everyday with your whole class—things that help learners of all ability levels.)
The teacher models the procedure, and the student applies the model to his or her own situation (e.g., working examples of math problems together). The teacher shows examples of expected responses.
The teacher provides students with outlines or study guides for the material.
Examples of maximum support: (These supports are provided on an individual basis as needed.)
The maximum amount of support is provided when students require full physical manipulation or use a rote response. For motor skills, this is quite often the case. A physical education teacher might position a student’s arm and guide it through the correct movements for throwing a ball. An elementary teacher may move a student’s hand to help him or her feel how to make a cursive letter “p.”
When the teacher gives a student a copy of the teacher’s lecture notes, that is also an example of maximum support.It may be helpful to use a continuum of maximum–minimum when thinking about learning support. Start with the level of support needed and then gradually reduce support.
Examples of minimum support: (These are the kinds of things you may do everyday with your whole class—things that help learners of all ability levels.)
The teacher models the procedure, and the student applies the model to his or her own situation (e.g., working examples of math problems together). The teacher shows examples of expected responses.
The teacher provides students with outlines or study guides for the material.
Examples of maximum support: (These supports are provided on an individual basis as needed.)
The maximum amount of support is provided when students require full physical manipulation or use a rote response. For motor skills, this is quite often the case. A physical education teacher might position a student’s arm and guide it through the correct movements for throwing a ball. An elementary teacher may move a student’s hand to help him or her feel how to make a cursive letter “p.”
When the teacher gives a student a copy of the teacher’s lecture notes, that is also an example of maximum support.
51. © 2004 State of Florida, Department of State 51 Here is an example of support for writing a research paper that would be very useful, even in high school. Students are not going to have this type of support when they get to college, though they may wish they did!
Checklists provide a good way for students to self-check. This puts the responsibility on the student. You are not only teaching a child how to do the assignment, you are teaching him, “How do I use tools to go about taking responsibility for my own work?”
Checklists are an organizational strategy we all use. (Give an example of how you use checklists to stay organized, such as a To Do list or a grocery list.)Here is an example of support for writing a research paper that would be very useful, even in high school. Students are not going to have this type of support when they get to college, though they may wish they did!
Checklists provide a good way for students to self-check. This puts the responsibility on the student. You are not only teaching a child how to do the assignment, you are teaching him, “How do I use tools to go about taking responsibility for my own work?”
Checklists are an organizational strategy we all use. (Give an example of how you use checklists to stay organized, such as a To Do list or a grocery list.)
52. © 2004 State of Florida, Department of State 52 Make Linkages Obvious Help learners see how concepts relate to one another.
It’s important to help learners understand how concepts relate to one another. Give clear explanations of the relationships between concepts.
You can use visuals to assist in understanding. For example, you can draw a graphic organizer on the board as you are teaching a concept, or you can provide the organizer as a worksheet and have students fill in parts of it. You can also use it on a bulletin board.
There are many generic types of graphic organizers that you can use to support whatever you are teaching. Spencer Kagan has developed a quick reference Smartcard for graphic organizers that is available from his web site (http://www.cooperativelearning.com). It will fit into your plan book—to help jog your memory when you are planning lessons.
It’s important to help learners understand how concepts relate to one another. Give clear explanations of the relationships between concepts.
You can use visuals to assist in understanding. For example, you can draw a graphic organizer on the board as you are teaching a concept, or you can provide the organizer as a worksheet and have students fill in parts of it. You can also use it on a bulletin board.
There are many generic types of graphic organizers that you can use to support whatever you are teaching. Spencer Kagan has developed a quick reference Smartcard for graphic organizers that is available from his web site (http://www.cooperativelearning.com). It will fit into your plan book—to help jog your memory when you are planning lessons.
53. © 2004 State of Florida, Department of State 53 This graphic organizer helps students see the relationships between the parts of a multi-paragraph essay. This chart could be completed during the learning activity with the whole class. The chart could be posted on the wall for future reference.
This graphic organizer helps students see the relationships between the parts of a multi-paragraph essay. This chart could be completed during the learning activity with the whole class. The chart could be posted on the wall for future reference.
54. © 2004 State of Florida, Department of State 54 Prime Background Knowledge • Strategic integration with what the learner already knows
• Ask questions to elicit recall of previous knowledge and skills
• Point out similarities and differences
• Show how it fits The teacher must help students see how what they are learning connects, or doesn’t connect, with what they already know. This can be done by
• beginning the lesson with prompting questions
• reviewing the previous unit
• making analogies (e.g., “How was coming to our school the first day similar to a journey that an explorer might take?”)
• working from “shared experiences”
It’s important that we don’t just assume students have the necessary background knowledge. We need to fill in any gaps in background knowledge before teaching new material so that all students can learn.
• Ask: “What are some methods you have used to determine students’ levels of background knowledge?”
The teacher must help students see how what they are learning connects, or doesn’t connect, with what they already know. This can be done by
• beginning the lesson with prompting questions
• reviewing the previous unit
• making analogies (e.g., “How was coming to our school the first day similar to a journey that an explorer might take?”)
• working from “shared experiences”
It’s important that we don’t just assume students have the necessary background knowledge. We need to fill in any gaps in background knowledge before teaching new material so that all students can learn.
• Ask: “What are some methods you have used to determine students’ levels of background knowledge?”
55. © 2004 State of Florida, Department of State 55 Review for Fluency and Generalization • Effective review
• Sufficient and distributed
• Well-designed feedback
• Opportunities to work towards mastery
It’s important to provide sufficient review over time, in a variety of ways, to insure that students remember what they learn and are able to apply skills learned to new situations.
Sufficient and distributed review: Students need multiple opportunities to practice new skills or work with new concepts. If you don’t provide adequate review, the learning will be temporary in most cases.
Well-designed feedback: Learning is enhanced when well-designed feedback is provided. Corrective feedback helps students understand what they are doing right and what they need to change. It also helps them learn how to monitor their own performance and correct their errors.
Work towards mastery: Learning is enhanced when students have the opportunity to work towards mastery. Students should have opportunities for guided practice, with learning support, followed by opportunities to practice skills independently.
Review should be a regular part of the classroom routine, but it should not occur the same way each day. For instance, one day the teacher may have students write a poem about concepts they have learned; another day she might use a “Jeopardy” game.
Now we are going to take a look at how these strategies for effective instruction are put into action in the context of lesson planning.It’s important to provide sufficient review over time, in a variety of ways, to insure that students remember what they learn and are able to apply skills learned to new situations.
Sufficient and distributed review: Students need multiple opportunities to practice new skills or work with new concepts. If you don’t provide adequate review, the learning will be temporary in most cases.
Well-designed feedback: Learning is enhanced when well-designed feedback is provided. Corrective feedback helps students understand what they are doing right and what they need to change. It also helps them learn how to monitor their own performance and correct their errors.
Work towards mastery: Learning is enhanced when students have the opportunity to work towards mastery. Students should have opportunities for guided practice, with learning support, followed by opportunities to practice skills independently.
Review should be a regular part of the classroom routine, but it should not occur the same way each day. For instance, one day the teacher may have students write a poem about concepts they have learned; another day she might use a “Jeopardy” game.
Now we are going to take a look at how these strategies for effective instruction are put into action in the context of lesson planning.
56. © 2004 State of Florida, Department of State 56 Helping All Students Learn: Steps in the Process When you are planning your lessons, it is helpful to use a systematic decision-making process to incorporate instructional strategies and make appropriate accommodations for individual students.
A. Determine the learning objectives for most students in your class. First you need to decide what you want most students to learn and be able to do.
B. Plan instruction and assessment for most students in the class. Include all of the components research tells us makes an effective lesson. Remember, if you do this step well, you will have just a few students who will need additional accommodations to achieve the objectives. That saves you time in the long run!
C. Determine if there are some students who will need accommodations to achieve the same objectives as the rest of the class. How will you support those learners within the context of the lesson that you planned? Think about the five areas in which accommodations can be made.
D. Determine if there are some students who will only be achieving portions of the objectives or who will achieve different objectives. What modifications will they need? Our focus is on making appropriate accommodations—but it is also important for teachers to know how planning for modifications fits into the process of planning instruction for all students.
When you are planning your lessons, it is helpful to use a systematic decision-making process to incorporate instructional strategies and make appropriate accommodations for individual students.
A. Determine the learning objectives for most students in your class. First you need to decide what you want most students to learn and be able to do.
B. Plan instruction and assessment for most students in the class. Include all of the components research tells us makes an effective lesson. Remember, if you do this step well, you will have just a few students who will need additional accommodations to achieve the objectives. That saves you time in the long run!
C. Determine if there are some students who will need accommodations to achieve the same objectives as the rest of the class. How will you support those learners within the context of the lesson that you planned? Think about the five areas in which accommodations can be made.
D. Determine if there are some students who will only be achieving portions of the objectives or who will achieve different objectives. What modifications will they need? Our focus is on making appropriate accommodations—but it is also important for teachers to know how planning for modifications fits into the process of planning instruction for all students.
57. © 2004 State of Florida, Department of State 57 A.Write or Select the Objective(s) • At the end of this lesson most students will...
We are going to practice creating lesson plans using the lesson plan form in your packet. We know that most teachers do not have time to write detailed plans like these. However, teachers spend a lot of time thinking about the plans they create. We hope you will develop some “habits of mind” to use when doing mental planning that will help you use more effective instruction. Research shows very clearly that almost all students will have the opportunity to be more successful when lessons follow this approach.
The first thing you decide is what you want the students to learn. What do you want students to know and be able to do at the end of this lesson? You need to state the expected objectives very clearly, so you will know when students have achieved them.
Today we are going to address a single objective. However, you can apply the same process to planning lessons that have multiple objectives.
Remember we provided you with the expected objectives for the workshop this morning and we said that simply telling students what the objectives are will increase student performance? If students know where they are supposed to be going, they are a lot more likely to get there.We are going to practice creating lesson plans using the lesson plan form in your packet. We know that most teachers do not have time to write detailed plans like these. However, teachers spend a lot of time thinking about the plans they create. We hope you will develop some “habits of mind” to use when doing mental planning that will help you use more effective instruction. Research shows very clearly that almost all students will have the opportunity to be more successful when lessons follow this approach.
The first thing you decide is what you want the students to learn. What do you want students to know and be able to do at the end of this lesson? You need to state the expected objectives very clearly, so you will know when students have achieved them.
Today we are going to address a single objective. However, you can apply the same process to planning lessons that have multiple objectives.
Remember we provided you with the expected objectives for the workshop this morning and we said that simply telling students what the objectives are will increase student performance? If students know where they are supposed to be going, they are a lot more likely to get there.
58. © 2004 State of Florida, Department of State 58 Write or Select the Objective(s) • An objective should tell three things:
• Action ? What the student will be able to DO
• Conditions ? Under what circumstances
• Mastery level ? How well he or she must perform
When writing objectives, avoid using words like “know” or “understand” in the objective. Instead, use verbs that tell what children must DO to show that they understand or know the concepts. The behavior described in the learning objective must be observable.
You may have seen verbs like “understand” and “know” in the Sunshine State Standards and benchmarks. They were used for these documents to allow flexibility in instruction and assessment. You will need to decide what students will DO to demonstrate what they “know” or “understand.”
You will also need to state the conditions under which students will perform the behavior, and what criteria they will need to meet to achieve mastery.
• Point out the objective on Handout P-4: Pen Pal Lesson. There is no box provided for making accommodations to the objective— because changing the objective would be a modification.
Ask participants to identify the action, conditions, and criteria for mastery in the Pen Pal lesson objective. (Correct answers are indicated by the color cues in the transparency.When writing objectives, avoid using words like “know” or “understand” in the objective. Instead, use verbs that tell what children must DO to show that they understand or know the concepts. The behavior described in the learning objective must be observable.
You may have seen verbs like “understand” and “know” in the Sunshine State Standards and benchmarks. They were used for these documents to allow flexibility in instruction and assessment. You will need to decide what students will DO to demonstrate what they “know” or “understand.”
You will also need to state the conditions under which students will perform the behavior, and what criteria they will need to meet to achieve mastery.
• Point out the objective on Handout P-4: Pen Pal Lesson. There is no box provided for making accommodations to the objective— because changing the objective would be a modification.
Ask participants to identify the action, conditions, and criteria for mastery in the Pen Pal lesson objective. (Correct answers are indicated by the color cues in the transparency.
59. © 2004 State of Florida, Department of State 59 B. Plan Instruction and Assessment • Introduce the lesson
• Present the content
• Provide practice and feedback
• Summarize the lesson
• Assess student learning
Next you will plan instruction and assessment. The procedure is the step-by-step description of the learning activity that includes what the teacher and the students will do.
The procedure includes five steps for planning effective instruction. As we discuss these steps, notice how the general strategies for effective instruction are applied in the context of planning a lesson. Next you will plan instruction and assessment. The procedure is the step-by-step description of the learning activity that includes what the teacher and the students will do.
The procedure includes five steps for planning effective instruction. As we discuss these steps, notice how the general strategies for effective instruction are applied in the context of planning a lesson.
60. © 2004 State of Florida, Department of State 60 Introduce the Lesson • Set the stage for learning the lesson
• Gain student attention
• Explain the objective to students
• Relate to prior knowledge
Introducing the lesson effectively is the first step. It helps set the stage for learning.
When introducing the lesson you will need to gain students’ attention, explain the objective for the lesson, and help students understand the connections between what they are going to learn and what they already know.Introducing the lesson effectively is the first step. It helps set the stage for learning.
When introducing the lesson you will need to gain students’ attention, explain the objective for the lesson, and help students understand the connections between what they are going to learn and what they already know.
61. © 2004 State of Florida, Department of State 61 Introduce the Lesson • Gain student attention
• Brief activity or device used at beginning of lesson to engage and motivate students In order to learn, students must focus their attention on the lesson. You can help them do this using a brief activity or motivational device when introducing the lesson.
This provides a focus and immediately engages the student by appealing to student interest, student emotions, or novelty. It helps motivate students to learn.
When introducing the lesson in the sample lesson plan in Handout P-4: Pen Pal Lesson, the teacher used a questioning technique and a surprise pen pal box to gain student attention.
You can gain student attention using anything from fairly routine, simple activities to really novel experiences.
For example: One elementary teacher would sometimes use a plastic ball to focus students’ attention on answering routine review questions. The students would sit in a circle on the carpet. The ball was rolled into the middle of the circle. Whoever the rolling ball touched first had to answer the teacher’s question.
For lessons/activities that continue over multiple days, a review activity can be used to refocus students’ attention on the lesson topic or tasks.In order to learn, students must focus their attention on the lesson. You can help them do this using a brief activity or motivational device when introducing the lesson.
This provides a focus and immediately engages the student by appealing to student interest, student emotions, or novelty. It helps motivate students to learn.
When introducing the lesson in the sample lesson plan in Handout P-4: Pen Pal Lesson, the teacher used a questioning technique and a surprise pen pal box to gain student attention.
You can gain student attention using anything from fairly routine, simple activities to really novel experiences.
For example: One elementary teacher would sometimes use a plastic ball to focus students’ attention on answering routine review questions. The students would sit in a circle on the carpet. The ball was rolled into the middle of the circle. Whoever the rolling ball touched first had to answer the teacher’s question.
For lessons/activities that continue over multiple days, a review activity can be used to refocus students’ attention on the lesson topic or tasks.
62. © 2004 State of Florida, Department of State 62 Introduce the Lesson • Explain the objective to students
• Explain actions, conditions, and mastery level
• Discuss the assessment that will be used Another important part of introducing the lesson is presenting the lesson objective(s).
Remember, simply informing learners of the desired objectives significantly increases learning. This is a critical piece that is often left out. We need to let students know what they will be responsible for demonstrating at the end of the lesson and the conditions under which they will be expected to perform. In addition students should be told the criteria for mastery of the objective.
Providing students with information about how they will be assessed helps students stay focused on essential knowledge throughout the lesson.
• Ask: “In the Pen Pal Lesson (Handout: P-4), how does the teacher inform learners of the desired objectives?” (She tells them what they will learn.) Another important part of introducing the lesson is presenting the lesson objective(s).
Remember, simply informing learners of the desired objectives significantly increases learning. This is a critical piece that is often left out. We need to let students know what they will be responsible for demonstrating at the end of the lesson and the conditions under which they will be expected to perform. In addition students should be told the criteria for mastery of the objective.
Providing students with information about how they will be assessed helps students stay focused on essential knowledge throughout the lesson.
• Ask: “In the Pen Pal Lesson (Handout: P-4), how does the teacher inform learners of the desired objectives?” (She tells them what they will learn.)
63. © 2004 State of Florida, Department of State 63 Introduce the Lesson • Relate to prior knowledge
• Integrate with what the learner already knows
When introducing the lesson, you also need to plan out how you are going to build on the students’ background knowledge. Remember we talked about this before as a strategy for effective instruction.
Often this means reminding students of prerequisite knowledge that will be applied in the new lesson.
• Ask: “How does the teacher in the Pen Pal Lesson (Handout P-4) build on the students’ background knowledge?” (She reminds them of what they learned in a previous lesson.)When introducing the lesson, you also need to plan out how you are going to build on the students’ background knowledge. Remember we talked about this before as a strategy for effective instruction.
Often this means reminding students of prerequisite knowledge that will be applied in the new lesson.
• Ask: “How does the teacher in the Pen Pal Lesson (Handout P-4) build on the students’ background knowledge?” (She reminds them of what they learned in a previous lesson.)
64. © 2004 State of Florida, Department of State 64 Present the Content • Identify content to be learned
• Plan teacher and student activities that facilitate learning
• Organize activities and support needed
When planning to present the content, think about the knowledge and skills students need to acquire and consider effective ways to help them learn. Various instructional strategies may be effective depending on the content, such as direct instruction led by the teacher or a cooperative group activity.
It’s important to think about what you are going to do and what the students are going to do to facilitate learning the desired objective(s). Then you will need to organize resources, materials, and support as needed to conduct the activities.
• Ask: “How does the teacher in the Pen Pal Lesson (Handout: P-4) present the new information to students about how to write a friendly letter?” (In a large group setting, the teacher has the class brainstorm a friendly letter, which she writes on the board. The children then compare their letter to the wall chart of a friendly letter to see if it the one they dictated contains all of the appropriate parts. If it doesn’t, they brainstorm the missing parts. She posts the wall chart for children to use as a support while they are practicing writing a friendly letter. Notice that the wall chart is not available when children are tested on writing a friendly letter.)When planning to present the content, think about the knowledge and skills students need to acquire and consider effective ways to help them learn. Various instructional strategies may be effective depending on the content, such as direct instruction led by the teacher or a cooperative group activity.
It’s important to think about what you are going to do and what the students are going to do to facilitate learning the desired objective(s). Then you will need to organize resources, materials, and support as needed to conduct the activities.
• Ask: “How does the teacher in the Pen Pal Lesson (Handout: P-4) present the new information to students about how to write a friendly letter?” (In a large group setting, the teacher has the class brainstorm a friendly letter, which she writes on the board. The children then compare their letter to the wall chart of a friendly letter to see if it the one they dictated contains all of the appropriate parts. If it doesn’t, they brainstorm the missing parts. She posts the wall chart for children to use as a support while they are practicing writing a friendly letter. Notice that the wall chart is not available when children are tested on writing a friendly letter.)
65. © 2004 State of Florida, Department of State 65 Provide Practice & Feedback • Provide opportunities to practice using new skills and knowledge before mastery is required
• Give specific, informative feedback on performance
• during guided practice led by the teacher
• during or after independent practice
• during or after review activities
Students should always be given an opportunity to work with new information and skills in a variety of ways and get informative feedback on their performance before being assessed. Informative feedback tells students WHY their work is correct or incorrect (for example, not being told simply “That’s wrong” or “That’s right,” but rather “You missed this problem because you added here, when you should have subtracted.”). Without informative feedback, many students may learn incorrect information or skills by practicing the wrong thing over and over again (for example, doing math homework problems incorrectly and not receiving informative feedback).
• Ask: “How does the teacher in the Pen Pal Lesson (Handout: P-4) provide an opportunity for students to practice and receive informative feedback?” (The students work in pairs and correct each other, while the teacher circulates and listens in and offers informative feedback as needed.)
When you are planning opportunities for practice and feedback, you will again need to think about accommodations you may need to make for selected students. Are there some students who will not be able to practice this way? Are there special behavioral supports that will have to be put in place for a student? If a student has special needs, think carefully about which students can work successfully with him or her.Students should always be given an opportunity to work with new information and skills in a variety of ways and get informative feedback on their performance before being assessed. Informative feedback tells students WHY their work is correct or incorrect (for example, not being told simply “That’s wrong” or “That’s right,” but rather “You missed this problem because you added here, when you should have subtracted.”). Without informative feedback, many students may learn incorrect information or skills by practicing the wrong thing over and over again (for example, doing math homework problems incorrectly and not receiving informative feedback).
• Ask: “How does the teacher in the Pen Pal Lesson (Handout: P-4) provide an opportunity for students to practice and receive informative feedback?” (The students work in pairs and correct each other, while the teacher circulates and listens in and offers informative feedback as needed.)
When you are planning opportunities for practice and feedback, you will again need to think about accommodations you may need to make for selected students. Are there some students who will not be able to practice this way? Are there special behavioral supports that will have to be put in place for a student? If a student has special needs, think carefully about which students can work successfully with him or her.
66. © 2004 State of Florida, Department of State 66 Summarize the Lesson • Summarize the lesson to bring closure and reinforce the desired skills and knowledge
• Ways of summarizing the lesson
• Restate objectives (simple terms)
• Briefly review the learning activities and what has been learned
Summarizing the lesson brings closure and also provides an opportunity to reinforce the skills and knowledge the students should have acquired.
How to summarize the lesson:
1. First, restate the objectives of the instruction in simple terms. This helps remind students of the purpose of the lesson.
2. Briefly review learning activities and the skills and knowledge learned. This may be done by the teacher or by the students. The teacher may have students tell about the learning activities and summarize what they have learned, or apply the knowledge and skills through a final problem or question.
Summarizing the lesson brings closure and also provides an opportunity to reinforce the skills and knowledge the students should have acquired.
How to summarize the lesson:
1. First, restate the objectives of the instruction in simple terms. This helps remind students of the purpose of the lesson.
2. Briefly review learning activities and the skills and knowledge learned. This may be done by the teacher or by the students. The teacher may have students tell about the learning activities and summarize what they have learned, or apply the knowledge and skills through a final problem or question.
67. © 2004 State of Florida, Department of State 67 Assessment • Evidence that students have mastered the desired learning objectives
• What must the students do to show mastery?
• How will you decide if students have mastered the objectives?
The next component addressed on the template is assessment. Even though assessment appears near the end of the planning template, it’s often desirable to think about a possible assessment when you plan the objective. (Point out the “Possible assessment:” cue in the “Write the objective” box on the Lesson Plan Form.)
It’s very important that the assessment relates directly to the learning objective. The lesson in Handout P-4: Pen Pal Lesson teaches how to write a friendly letter. The students are expected to write a letter at the end of the lesson. They are assessed on whether they incorporated all of the parts of a friendly letter, not simply on whether they completed the letter neatly. The assessment clearly shows you if the students have or have not learned how to write a friendly letter.
You will be designing an assessment in the lesson plan you will prepare tomorrow. After you plan the assessment used with most students, you will then decide if accommodations in assessment will be needed for some students. For instance, in the assessment for writing a friendly letter, could a student who is unable to write show mastery of the objective some other way, such as dictating a friendly letter that contains all of the specified parts?The next component addressed on the template is assessment. Even though assessment appears near the end of the planning template, it’s often desirable to think about a possible assessment when you plan the objective. (Point out the “Possible assessment:” cue in the “Write the objective” box on the Lesson Plan Form.)
It’s very important that the assessment relates directly to the learning objective. The lesson in Handout P-4: Pen Pal Lesson teaches how to write a friendly letter. The students are expected to write a letter at the end of the lesson. They are assessed on whether they incorporated all of the parts of a friendly letter, not simply on whether they completed the letter neatly. The assessment clearly shows you if the students have or have not learned how to write a friendly letter.
You will be designing an assessment in the lesson plan you will prepare tomorrow. After you plan the assessment used with most students, you will then decide if accommodations in assessment will be needed for some students. For instance, in the assessment for writing a friendly letter, could a student who is unable to write show mastery of the objective some other way, such as dictating a friendly letter that contains all of the specified parts?
68. © 2004 State of Florida, Department of State 68 Materials and Resources • Materials and resources needed?
• Advance preparation?
• Prior arrangements? Next you need to think about materials and resources. Materials and resources include everything you are going to need for the lesson. You will need to consider whether you will need to make accommodations to the materials and resources for some students.
Are you going to need to prepare special materials or make special arrangements in advance? For example, are you going to need to arrange for an interpreter for a student with a hearing impairment or for special equipment that magnifies a student’s reading materials? It’s very important to make yourself aware, at least mentally, so you don’t overlook these preparations.
In the Pen Pal Lesson (Handout: P-4) you’ll notice that the teacher had to find the pen pals and make a wall chart in advance.
Next you need to think about materials and resources. Materials and resources include everything you are going to need for the lesson. You will need to consider whether you will need to make accommodations to the materials and resources for some students.
Are you going to need to prepare special materials or make special arrangements in advance? For example, are you going to need to arrange for an interpreter for a student with a hearing impairment or for special equipment that magnifies a student’s reading materials? It’s very important to make yourself aware, at least mentally, so you don’t overlook these preparations.
In the Pen Pal Lesson (Handout: P-4) you’ll notice that the teacher had to find the pen pals and make a wall chart in advance.
69. © 2004 State of Florida, Department of State 69 Checkpoint: Critiquing a Learning Activity 1. Label each component of the lesson plan.
2. Identify missing or inaccurate components.
3. Check One, Two, Three!
4. Revise as needed.
5. “Star” components where accommodations may be needed. Now YOU are going to have a chance for practice and feedback on the components of a lesson plan. You are going to work with a partner. You will be critiquing the two lesson plans that are found in handout P-7: Critiquing Two Lesson Plans.
Review the steps that participants will follow (listed on the transparency). Allow 15 minutes for group work; then facilitate a discussion regarding the lesson plan critiques. (See answer key.)
Additional information about the steps on the transparency is listed below:
Step 1–Participants label each part of the sample lesson plan that represents the components we’ve been discussing (i.e., the components on handout P-5: Lesson Planning Template). For example: In the first lesson, how did the teacher gain attention?
Step 2–Participants write in any missing components of each lesson.
Step 3–Participants critique the other components and revise any as needed. They look for incorrect or incomplete components. They should think about accommodations that could be made to make the lesson better for ALL students. For example: Is the learning objective stated in terms of action verbs that clearly tell students what they will be expected to do to achieve the objective? If not, it should be revised.
Step 4–Participants share ideas with the large group.Now YOU are going to have a chance for practice and feedback on the components of a lesson plan. You are going to work with a partner. You will be critiquing the two lesson plans that are found in handout P-7: Critiquing Two Lesson Plans.
Review the steps that participants will follow (listed on the transparency). Allow 15 minutes for group work; then facilitate a discussion regarding the lesson plan critiques. (See answer key.)
Additional information about the steps on the transparency is listed below:
Step 1–Participants label each part of the sample lesson plan that represents the components we’ve been discussing (i.e., the components on handout P-5: Lesson Planning Template). For example: In the first lesson, how did the teacher gain attention?
Step 2–Participants write in any missing components of each lesson.
Step 3–Participants critique the other components and revise any as needed. They look for incorrect or incomplete components. They should think about accommodations that could be made to make the lesson better for ALL students. For example: Is the learning objective stated in terms of action verbs that clearly tell students what they will be expected to do to achieve the objective? If not, it should be revised.
Step 4–Participants share ideas with the large group.
70. © 2004 State of Florida, Department of State 70 Day 2 Outcomes • Design a lesson plan for most learners.
• Make accommodations to a lesson plan for some learners.
• Make accommodations to assessments and written assignments.
• Assess the effectiveness of accommodations. Here are the learning outcomes for today. Today you will
• design a lesson plan for most learners, including all of the components we discussed yesterday
• make accommodations to the lesson plan for several students.
Remember yesterday we discussed how to decide what accommodations were needed (e.g., check the IEP, observe the learner’s characteristics).
• learn how to make accommodations to written assessments (tests) and assignments
• learn how to assess the effectiveness of accommodations to determine whether they should continue to be used
Here are the learning outcomes for today. Today you will
• design a lesson plan for most learners, including all of the components we discussed yesterday
• make accommodations to the lesson plan for several students.
Remember yesterday we discussed how to decide what accommodations were needed (e.g., check the IEP, observe the learner’s characteristics).
• learn how to make accommodations to written assessments (tests) and assignments
• learn how to assess the effectiveness of accommodations to determine whether they should continue to be used
71. © 2004 State of Florida, Department of State 71 Checkpoint: Planning a Learning Activity • Develop a lesson.
• Identify a learning objective(s)
• Address all events of instruction
• Develop an assessment that measures accomplishment of objective(s)
Participants work in small groups to design a lesson plan that includes all of the parts of a lesson specified on the Lesson Plan Form (handout P-5). They should use handout P-6: Check One, Two, Three to make sure the outcomes, instruction, and assessment are aligned in the lesson they create.
Review both handouts with participants to make sure they understand the task.
When the groups complete their lesson plans, they tape the charts (lessons) to the wall and share them with the large group after the break.
Participants work in small groups to design a lesson plan that includes all of the parts of a lesson specified on the Lesson Plan Form (handout P-5). They should use handout P-6: Check One, Two, Three to make sure the outcomes, instruction, and assessment are aligned in the lesson they create.
Review both handouts with participants to make sure they understand the task.
When the groups complete their lesson plans, they tape the charts (lessons) to the wall and share them with the large group after the break.
72. © 2004 State of Florida, Department of State 72 Matching Accommodations to Individual Needs You must look at the individual student to understand his or her learning needs. You can then identify appropriate accommodations.
If a student has an IEP or a 504 plan, that’s the place to start looking for information.
You must look at the individual student to understand his or her learning needs. You can then identify appropriate accommodations.
If a student has an IEP or a 504 plan, that’s the place to start looking for information.
73. © 2004 State of Florida, Department of State 73 Start with the IEP • The IEP describes
• Present level of performance
• Annual goals and objectives
• Types of special education and other types of services—including accommodations and modifications
74. © 2004 State of Florida, Department of State 74 You will most likely find a description of the accommodations needed by the student on the pages of the IEP that describe the services needed by the student. The accommodations may be listed separately or included in statements describing program or course modifications, supplementary aids and services, and test modifications.
You’ll notice that the word “accommodations” does not necessarily appear on the IEP form. Don’t be confused. The specific phrases in the IEP are used to match the language used in the federal law, IDEA (Individuals with Disabilities Education Act) 1xx7.
Look at Handout P-8: Sample IEP for Edner.
• Ask: “Can you find the accommodations documented in the IEP for Edner?
Review the components of accommodations for Edner on handout P-8: Sample IEP for Edner (page 2): Instructional materials on tape (when the materials are written at a higher reading level than the student can access). This need could be addressed in other ways (e.g., use text written at a lower reading level, have the class read the text out loud, or read with a buddy). Other supports include consultation with ESE teacher, consultation with parents, and repeated clarification.You will most likely find a description of the accommodations needed by the student on the pages of the IEP that describe the services needed by the student. The accommodations may be listed separately or included in statements describing program or course modifications, supplementary aids and services, and test modifications.
You’ll notice that the word “accommodations” does not necessarily appear on the IEP form. Don’t be confused. The specific phrases in the IEP are used to match the language used in the federal law, IDEA (Individuals with Disabilities Education Act) 1xx7.
Look at Handout P-8: Sample IEP for Edner.
• Ask: “Can you find the accommodations documented in the IEP for Edner?
Review the components of accommodations for Edner on handout P-8: Sample IEP for Edner (page 2): Instructional materials on tape (when the materials are written at a higher reading level than the student can access). This need could be addressed in other ways (e.g., use text written at a lower reading level, have the class read the text out loud, or read with a buddy). Other supports include consultation with ESE teacher, consultation with parents, and repeated clarification.
75. © 2004 State of Florida, Department of State 75 Sample Notebook Chart
76. © 2004 State of Florida, Department of State 76 Checkpoint: Planning Accommodations • Plan accommodations to your lesson to meet the needs of the students as described on the Accommodations Chart.
• Plan accommodations to meet the needs of the student in the Face-of-a-Student picture.
Note to trainer: Handout T-6: Case Scenario is a notebook chart describing accommodations needed for two students. In addition, each group is given one Face-of-a-Student picture from day 1.
Encourage participants to refer to their accommodations lists (handouts T-2 and T-4) for ideas when designing accommodations.Note to trainer: Handout T-6: Case Scenario is a notebook chart describing accommodations needed for two students. In addition, each group is given one Face-of-a-Student picture from day 1.
Encourage participants to refer to their accommodations lists (handouts T-2 and T-4) for ideas when designing accommodations.
77. © 2004 State of Florida, Department of State 77 Designing Written Assignments and Assessments Now we’re going to look at some examples of accommodations to written assignments and assessments.
Now we’re going to look at some examples of accommodations to written assignments and assessments.
78. © 2004 State of Florida, Department of State 78 Designing Assignments and Assessments • Clear, uncluttered format
• Prompts for identifying key information
• Clear directions
• Carefully constructed items
• Accommodations for selected learners Good construction of assignments and assessments is just as important as good lesson planning. These general guidelines will benefit all students:
Use a clear uncluttered format: Students with disabilities tend to get confused when items are too close together. You need to organize the visual information. Provide clear and easy-to-read text and graphics, typed or printed neatly (not script); large-enough text; readable ink color—black is best, avoid purple; and adequate white space.
Provide prompts for identification information that you want all students to include (e.g., blank lines for name, date, class period, teacher’s name).
Make sure the directions are clear. You don’t want students to make errors simply because they don’t understand the task.
Construct test items carefully: You need to make sure the test items accurately test achievement of the learning objectives. We will talk more about each type of test item in a minute.
You may also need to make accommodations for selected learners: Today we will look at ways to provide accommodations to written assignments and assessments.Good construction of assignments and assessments is just as important as good lesson planning. These general guidelines will benefit all students:
Use a clear uncluttered format: Students with disabilities tend to get confused when items are too close together. You need to organize the visual information. Provide clear and easy-to-read text and graphics, typed or printed neatly (not script); large-enough text; readable ink color—black is best, avoid purple; and adequate white space.
Provide prompts for identification information that you want all students to include (e.g., blank lines for name, date, class period, teacher’s name).
Make sure the directions are clear. You don’t want students to make errors simply because they don’t understand the task.
Construct test items carefully: You need to make sure the test items accurately test achievement of the learning objectives. We will talk more about each type of test item in a minute.
You may also need to make accommodations for selected learners: Today we will look at ways to provide accommodations to written assignments and assessments.
79. © 2004 State of Florida, Department of State 79 Use of Borders • Around word banks
• Between items or sections
• Around examples in directions
Putting borders around selected information is one way to help organize the visual field.Putting borders around selected information is one way to help organize the visual field.
80. © 2004 State of Florida, Department of State 80 Directions • Brief, simple, clear
• Familiar words
• One direction per sentence
• For each test section
• Both oral and written
• Review with students
81. © 2004 State of Florida, Department of State 81 Matching Items: 6 or Less A. Word
B. Word
C. Word
D. Word
E. Word
F. Word
__ Definition
__ Definition
__ Definition
__ Definition
__ Definition
__ Definition Group no more than six matching items together. Grouping more than six items together makes the layout complex. It may make it difficult for some students to demonstrate what they know.
Do not have students draw lines to connect answers. Ask them write the letter of the correct answer instead. Drawing too many lines confuses students because it clutters the visual field.
Put the definitions on the left and the target word on the right. Then students only have to read one definition for each item. It is much easier and faster to skim the list of words searching for the matching answer than to read down a list of definitions.Group no more than six matching items together. Grouping more than six items together makes the layout complex. It may make it difficult for some students to demonstrate what they know.
Do not have students draw lines to connect answers. Ask them write the letter of the correct answer instead. Drawing too many lines confuses students because it clutters the visual field.
Put the definitions on the left and the target word on the right. Then students only have to read one definition for each item. It is much easier and faster to skim the list of words searching for the matching answer than to read down a list of definitions.
82. © 2004 State of Florida, Department of State 82 Fill-in-the-Blank Items • Use word banks
• Adjust line length (equal or proportional)
• Avoid items straight from book
Use fill-in-the-blank items judiciously. Fill-in-the-blank items may be difficult for students because the word that is left out may not be obvious, even when the student knows the material. Issues surrounding vocabulary knowledge and grammar can cause further confusion.
Provide a word bank to support fill-in-the-blank items. This helps to narrow the focus of possible responses and gives students cues. Be specific about whether the words in the box may be used more than once. Remember that when you make the task more complex than it needs to be, you are putting some students at a disadvantage.
Make the lines for fill-in-the blank items all the same length or, as an accommodation, make the lines proportional to the response.
Avoid items taken straight from the book. Often sentences from the book are confusing when words are left out.
Use fill-in-the-blank items judiciously. Fill-in-the-blank items may be difficult for students because the word that is left out may not be obvious, even when the student knows the material. Issues surrounding vocabulary knowledge and grammar can cause further confusion.
Provide a word bank to support fill-in-the-blank items. This helps to narrow the focus of possible responses and gives students cues. Be specific about whether the words in the box may be used more than once. Remember that when you make the task more complex than it needs to be, you are putting some students at a disadvantage.
Make the lines for fill-in-the blank items all the same length or, as an accommodation, make the lines proportional to the response.
Avoid items taken straight from the book. Often sentences from the book are confusing when words are left out.
83. © 2004 State of Florida, Department of State 83 Multiple Choice • Provide meaningful response choices
• Have students circle letter of correct answer
• Avoid negatives
• Avoid complicating the issue ( “a and b, but not e”)
Provide three to five response choices, depending on the complexity of the content.
Don’t try to make the response choices “tricky” and don’t include any answers that are obviously incorrect. Create a fair and accurate assessment of what students know and are able to do.
Have students circle the letter of the correct answer instead of writing it on a blank line. This avoids problems with transferring and copying.
Avoid negatives in the stem or the response choices (such as “Which of these is NOT a good way to release stress?”) Students sometimes don’t pay attention to the negatives and may misunderstand the question.
Avoid complicating the issue (e.g., with answers like “a and b, but not e”).
Provide three to five response choices, depending on the complexity of the content.
Don’t try to make the response choices “tricky” and don’t include any answers that are obviously incorrect. Create a fair and accurate assessment of what students know and are able to do.
Have students circle the letter of the correct answer instead of writing it on a blank line. This avoids problems with transferring and copying.
Avoid negatives in the stem or the response choices (such as “Which of these is NOT a good way to release stress?”) Students sometimes don’t pay attention to the negatives and may misunderstand the question.
Avoid complicating the issue (e.g., with answers like “a and b, but not e”).
84. © 2004 State of Florida, Department of State 84 Accommodations for Test or Worksheet Items • Fewer test items
• Fewer response choices (multiple choice)
• Supports (e.g., calculator, book, notes)
• Different grading criteria
In addition to following the general guidelines for constructing good tests and worksheets, you can make accommodations as needed for a particular student.
Fewer test items: Identify items that provide practice on all of the learning objectives.
Fewer response choices: Provide fewer response choices for multiple-choice items or provide a word bank for fill-in-the-blank items.
Let the student use supports: Look closely at what you are assessing and make sure the supports do not provide an unfair advantage to the student. For example, you would not let a student use a calculator when assessing ability to perform basic multiplication problems. But you could let him use it when assessing the ability to balance a checkbook.
Different grading criteria: For example, when a student works very hard on an exam, but does not finish, the teacher may grade only the part the student completed. You will need to use your judgment regarding when this is appropriate as an accommodation or a modification.In addition to following the general guidelines for constructing good tests and worksheets, you can make accommodations as needed for a particular student.
Fewer test items: Identify items that provide practice on all of the learning objectives.
Fewer response choices: Provide fewer response choices for multiple-choice items or provide a word bank for fill-in-the-blank items.
Let the student use supports: Look closely at what you are assessing and make sure the supports do not provide an unfair advantage to the student. For example, you would not let a student use a calculator when assessing ability to perform basic multiplication problems. But you could let him use it when assessing the ability to balance a checkbook.
Different grading criteria: For example, when a student works very hard on an exam, but does not finish, the teacher may grade only the part the student completed. You will need to use your judgment regarding when this is appropriate as an accommodation or a modification.
85. © 2004 State of Florida, Department of State 85 Checkpoint: Revising Written Assessments and Assignments • Compare before and after versions
• Identify improvements
• Are there other suggested improvements?
• Be prepared to share your findings
Let’s take a look at some actual assignments and assessments that were used in the classroom. We are going to compare the before and after versions.
Note to trainer: Handout P-10 may be used as the master for overhead transparencies for this portion of the workshop. Participants should follow along on handout P-10 as the trainer presents the information.
Let’s take a look at some actual assignments and assessments that were used in the classroom. We are going to compare the before and after versions.
Note to trainer: Handout P-10 may be used as the master for overhead transparencies for this portion of the workshop. Participants should follow along on handout P-10 as the trainer presents the information.
86. © 2004 State of Florida, Department of State 86 Evaluating Effectiveness of Accommodations
87. © 2004 State of Florida, Department of State 87 Reflect on the Impact of the Accommodation • Did the student use it?
• Did it help the student achieve the desired outcomes?
• Could it be embedded into the flow of curriculum and instruction?
• Could it be embedded into the assessment procedures?
The value of any accommodation is measured in terms of its impact on the performance and attitude of a student with a disability. Some things to consider when reflecting on the impact of an accommodation include the questions listed here.
If the answer to all of the these questions is “Yes,” then the accommodation is doing what was intended. If the answer to any of these questions is “No,” you need to do some troubleshooting to find out why the accommodation isn’t working as it was planned. You may need to use a different type of accommodation or rethink the expectations for this student.
It is also true that some teachers are reluctant to provide accommodations because they may take too much preparation. If a particular accommodation requires an extraordinary amount of effort by the teacher or causes a disturbance to the rest of the class, then the teacher may not be able to provide the accommodation on a regular basis.
If you find yourself feeling that the accommodations are not working or that you can’t implement them effectively, contact the ESE personnel in your school. They can help you with these problems.The value of any accommodation is measured in terms of its impact on the performance and attitude of a student with a disability. Some things to consider when reflecting on the impact of an accommodation include the questions listed here.
If the answer to all of the these questions is “Yes,” then the accommodation is doing what was intended. If the answer to any of these questions is “No,” you need to do some troubleshooting to find out why the accommodation isn’t working as it was planned. You may need to use a different type of accommodation or rethink the expectations for this student.
It is also true that some teachers are reluctant to provide accommodations because they may take too much preparation. If a particular accommodation requires an extraordinary amount of effort by the teacher or causes a disturbance to the rest of the class, then the teacher may not be able to provide the accommodation on a regular basis.
If you find yourself feeling that the accommodations are not working or that you can’t implement them effectively, contact the ESE personnel in your school. They can help you with these problems.
88. © 2004 State of Florida, Department of State 88 The Accommodations Rubric • Use after implementing an accommodation
• Mark one box in each row
• Consider the results
Ask participants to remove handout P-11: Accommodations Rubric from their packets. Go over it together, reviewing the points on the transparency.
General guidelines for evaluating an accommodation using the rubric:
• If most boxes checked are in the 0, 1, and 2 columns, reconsider the accommodation. It may not be appropriate.
• If most boxes checked are in the 3, 4, and 5 columns, this accommodation may be a keeper.
• Note to trainer (See pages 3-25 and 3-26 of the Day 2 Expanded Daily Overview for additional information on using the Accommodations Rubric.)
IMPORTANT: Remember to reevaluate the use of the accommodation from time to time as the student’s needs change. Make sure the accommodation is needed and not just nice to have. If possible, move the student toward doing without the accommodation. Ask participants to remove handout P-11: Accommodations Rubric from their packets. Go over it together, reviewing the points on the transparency.
General guidelines for evaluating an accommodation using the rubric:
• If most boxes checked are in the 0, 1, and 2 columns, reconsider the accommodation. It may not be appropriate.
• If most boxes checked are in the 3, 4, and 5 columns, this accommodation may be a keeper.
• Note to trainer (See pages 3-25 and 3-26 of the Day 2 Expanded Daily Overview for additional information on using the Accommodations Rubric.)
IMPORTANT: Remember to reevaluate the use of the accommodation from time to time as the student’s needs change. Make sure the accommodation is needed and not just nice to have. If possible, move the student toward doing without the accommodation.
89. © 2004 State of Florida, Department of State 89 Stay Informed • Florida Department of Education http://www.fldoe.org
• Clearinghouse Information Center http://www.myfloridaeducation.com/commhome
• Teaching Resources for Florida ESE http://www.cpt.fsu.edu/ese Florida Department of Education: It’s important to stay informed about accommodations and modifications and other topics that impact students with disabilities, their families, and educators. You can find the most up-to-date information, as well as a wealth of resources, on the Florida Department of Education web site. The web address for the Florida DOE homepage is http://www.fldoe.org.
Clearinghouse Information Center: The Clearinghouse Information Center, another page on the Florida DOE web site, is provided by the Bureau of Instructional Support and Community Services. The companion book(s) for this workshop may be ordered free or charge through the Clearinghouse. You also order a variety of other books and pamphlets that address education of students with disabilities in Florida schools.
Teaching Resources for Florida Exceptional Student Education: This web site is provided through the Accommodations and Modifications Project for Students with Disabilities Project. On this site you can find out more about curriculum, instruction, and assessment for students with disabilities--and appropriate accommodations and modifications
We’ve provided you with a list of these and other resources on handout P-12: Resources in your participant packets. Florida Department of Education: It’s important to stay informed about accommodations and modifications and other topics that impact students with disabilities, their families, and educators. You can find the most up-to-date information, as well as a wealth of resources, on the Florida Department of Education web site. The web address for the Florida DOE homepage is http://www.fldoe.org.
Clearinghouse Information Center: The Clearinghouse Information Center, another page on the Florida DOE web site, is provided by the Bureau of Instructional Support and Community Services. The companion book(s) for this workshop may be ordered free or charge through the Clearinghouse. You also order a variety of other books and pamphlets that address education of students with disabilities in Florida schools.
Teaching Resources for Florida Exceptional Student Education: This web site is provided through the Accommodations and Modifications Project for Students with Disabilities Project. On this site you can find out more about curriculum, instruction, and assessment for students with disabilities--and appropriate accommodations and modifications
We’ve provided you with a list of these and other resources on handout P-12: Resources in your participant packets.
