Off-Grade Level Students in On-Grade Level Classes Or, Making Curricular Modifications Dr. Wendy Dover Balough Director of Exceptional Student Education.

Off-Grade Level Students in Off-Grade Level Students in On-Grade Level Classes On-Grade Level Classes

Or, Making Curricular ModificationsOr, Making Curricular Modifications

Dr. Wendy Dover BaloughDr. Wendy Dover BaloughDirector of Exceptional Student EducationDirector of Exceptional Student EducationRock Hill SchoolsRock Hill Schools

As We Start…As We Start…

I want to point out…I want to point out… Introduction – p. ix-xIntroduction – p. ix-x

The TermsThe Terms AccommodationAccommodation ModificationModification

Intent of the bookIntent of the book Overview of the bookOverview of the book

I Have Standards to Cover I Have Standards to Cover and Yet I Have…!and Yet I Have…!

Kids not reading on grade levelKids not reading on grade level Kids who need lots of repetitionKids who need lots of repetition Kids with comprehension problems that Kids with comprehension problems that

make content instruction difficultmake content instruction difficult Kids with IEPs calling for curricular Kids with IEPs calling for curricular

modificationsmodifications Interventions to monitor for RTIInterventions to monitor for RTI IEP accommodations to implementIEP accommodations to implement Off-grade level kids needing on-grade level Off-grade level kids needing on-grade level

content and they can’t do all the workcontent and they can’t do all the work Kids who require curricular modifications!Kids who require curricular modifications!

Why Modify? (pp. 6-8)Why Modify? (pp. 6-8)

You and a partner need to write an You and a partner need to write an answer the question “Why do we answer the question “Why do we modify for some students?” modify for some students?” Keep it to 1-2 sentencesKeep it to 1-2 sentences You canYou can

Use the reasons on pages 7-8, orUse the reasons on pages 7-8, or Use your own wordsUse your own words

Be prepared to shareBe prepared to share

Some Kids Just Need Something Different

Different Instructional Method Materials Pacing Outcomes Focus Expectations, or even… Activity

At Least for SpEd, At Least for SpEd, It’s All About ACCESS!It’s All About ACCESS!

To the maximum To the maximum extent appropriate; extent appropriate; bring support/services bring support/services to the student; benefit to the student; benefit from being in the classfrom being in the class

IDEA-2004 specifies IDEA-2004 specifies ACCESS TO THE ACCESS TO THE GENERAL GENERAL CURRICULUM!CURRICULUM! Right of entryRight of entry AdmissionAdmission

Right to useRight to use IntroductionIntroduction ContactContact Way in Way in EntranceEntrance EntryEntry ApproachApproach GatewayGateway OpeningOpening

It Means We Must…It Means We Must… Have a method for examining student Have a method for examining student

needsneeds Understand the differences between Understand the differences between

accommodations and modificationsaccommodations and modifications Make some curricular decisions for Make some curricular decisions for

students who needs more focused students who needs more focused instructioninstruction

Search for new and creative means of Search for new and creative means of providing appropriate content and providing appropriate content and instruction in the general classroominstruction in the general classroom

Some Kids Have Problems Some Kids Have Problems with the Instruction…with the Instruction…

May call for skills or strategies that the May call for skills or strategies that the student does not possessstudent does not possess

May present activities that do not lead to May present activities that do not lead to masterymastery

Not enough repetitionNot enough repetition May not give students cues about how to May not give students cues about how to

think about or study the informationthink about or study the information May not provide flexible options to allow May not provide flexible options to allow

students to demonstrate competence students to demonstrate competence

But Some Have Problems But Some Have Problems with the Content…with the Content…

May be very abstract, complex, or May be very abstract, complex, or inadequately organizedinadequately organized

May use vocabulary that is unfamiliar May use vocabulary that is unfamiliar May present too much informationMay present too much information May not be relevantMay not be relevant May call for knowledge or background May call for knowledge or background

information that the student does not information that the student does not possesspossess

Curricular Modifications Curricular Modifications Are….Are….

Broader than SupportBroader than Support More than accommodations in the More than accommodations in the

classroomclassroom Can be addressed through Can be addressed through

differentiationdifferentiation PROCESS decisionsPROCESS decisions

Changes to content expectationsChanges to content expectations Changes to student participationChanges to student participation

Making ModificationsThe “Tricks” and When to Use Them!

The whole concept of making

curricular modifications is huge, and can get confusing!

Pages 25-31

In the General Classroom, Students Can:

…do what everyone else is doing 

…do what everyone else is doing WITH SUPPORT 

…do what everyone else is doing WITH CHANGES/MODIFICATION 

…do something SORT OF LIKE what everyone else is doing (parallel) 

…do SOME of what everyone else is doing (partial participation) 

…do SOMETHING DIFFERENT (alternative)

…do what everyone else is doing

…do what everyone else is doing WITH SUPPORT

…do what everyone else is doing WITH CHANGES/MODIFICATION

…do something SORT OF LIKE what everyone else is doing (parallel)

…do SOME of what everyone else is doing (partial participation) 

…do SOMETHING DIFFERENT (alternative)

Least Resource Intensive

MOST Resource Intensive

…do what everyone else is doing

…do what everyone else is doing WITH SUPPORT

…do what everyone else is doing WITH CHANGES/MODIFICATION

…do something SORT OF LIKE what everyone else is doing (parallel)

…do SOME of what everyone else is doing (partial participation) 

…do SOMETHING DIFFERENT (alternative)

SMALLEST Number of Students

GREATEST Number of Students

Where’s the Line?

…do what everyone else is doing 

…do what everyone else is doing WITH SUPPORT 

…do what everyone else is doing WITH CHANGES/MODIFICATION 

…do something SORT OF LIKE what everyone else is doing (parallel)

 …do SOME of what everyone else is doing (partial participation) 

…do SOMETHING DIFFERENT (alternative)

There’s A Difference!There’s A Difference!

Page 28 – Crossword puzzlePage 28 – Crossword puzzle Page 29 – Science WorksheetsPage 29 – Science Worksheets Page 31 – ComparisonPage 31 – Comparison

Activity – You and a partner read the Activity – You and a partner read the paired accommodation/modification paired accommodation/modification comparisons on page 31. Choose one comparisons on page 31. Choose one to share with the whole group.to share with the whole group.

Doing What Everyone Else is Doing

Accommodations: No changes Support or reinforcement Some changes or

accommodations

Section 4 - AccommodationsSection 4 - AccommodationsBecause We Love ThemBecause We Love Them

Accommodation Tips 101 (p. 36-38)Accommodation Tips 101 (p. 36-38) 5 minute staff development activity 5 minute staff development activity

(handout)(handout) Accommodations for Common Accommodations for Common

Challenges (p. 39 – 41)Challenges (p. 39 – 41) Areas of Disability (p. 42 – 46)Areas of Disability (p. 42 – 46) Specific Tips and Skills (p. 47-91)Specific Tips and Skills (p. 47-91) Behavior Management Tips (p. 92-97)Behavior Management Tips (p. 92-97)

ActivityActivity Specific Tips and Skills, plusSpecific Tips and Skills, plus

Including Students in Cooperative Learning Including Students in Cooperative Learning GroupsGroups

How to Use Graphic OrganizersHow to Use Graphic Organizers Develop and Use Visual SchedulesDevelop and Use Visual Schedules

Pair/SharePair/Share What it isWhat it is 3 key points3 key points How target students could benefitHow target students could benefit

Something Like, Part of, or Something Different

Once the appropriate level of accommodation moves beyond “what everyone else is doing”, modifications get “trickier”

Some Realizations are…Not all students will or should… Learn all of the content Do all of the assignments or instructional

activities Be graded the same wayAll student should… Be exposed to basic concepts Have meaningful instruction Progress in the general curriculum, to the

extent possible and appropriate (access)

TEST: Label the parts of the TEST: Label the parts of the egg.egg.

TEST: Label the parts of the TEST: Label the parts of the egg.egg.

Germinal Disc

Albumen

Air Cell

Outer Membrane

Yolk

Chalaza

Vitelline Membrane

Inner Membrane

Shell

The Only Way to Make Appropriate Curricular

Modifications…is to plan and define exactly what part

of the curriculum or what content should be achieved by the student or students for a subject area or class, unit of study, an individual lesson, or an individual instructional activity.

Don’t wait and just modify the test or grading scale!

How to PLAN forCurricular Modifications

Start with the big picture. Standards, course and unit orientation.

Target the most basic information, skills or concepts. Choices have to be made.

Prioritize. List the information, skills or concepts to be learned in order of importance, then start at the top of the list. You not get mastery on the whole list.

Task Analyze. Choose or define steps and structure the instruction to move the student through those steps

Structure team planning. Share information, define learning, problem solve, and use a format (form 8 as an example).

How to MAKECurricular Modifications

Increase the Odds. Reinforce information increase memory and recognition factor by teaching key vocabulary and concepts as sight words and connect to visual, auditory and kinesthetic memory.

Back up to go forward. Always connect new learning to something the student already knows or understands, then move forward.

Key to concrete or tangible examples, application and practice. Conceptual or abstract learning or examples will be difficult.

Repetition is necessary. (again and again)

How to MAKECurricular Modifications Choose information that relates to

real life or a necessary skill that the student will need to know or use. Infuse basic skills whenever possible.

Connect to standards. Move to a more general standard or to a lower grade level equivalent or to an IEP goal.

Avoid creating mountains in the Dead Sea. The intent is to raise the water level!

Facilitate partial participation Parts of what everyone else is doing may be very appropriate

The Real Trick is Deciding The Real Trick is Deciding that…that…

Curricular modifications are appropriate (and Curricular modifications are appropriate (and the right thing to do).the right thing to do).

Direct instruction on target concepts is better Direct instruction on target concepts is better than “scattered” learning on everythingthan “scattered” learning on everything

Students receiving curricular modifications Students receiving curricular modifications don’t have to go somewhere else or be don’t have to go somewhere else or be labeled with a disability!labeled with a disability!

We can find compromises to the grading issueWe can find compromises to the grading issue We can structure and provide the necessary We can structure and provide the necessary

supports for effective curricular modificationssupports for effective curricular modifications

Curricular Modifications Should be Written into the IEP

Direct content vocabulary instruction Reduced objectives or outcomes Prioritized standards/objectives Differentiated instruction (structured choices) Parallel instruction, materials, topic/subject Shortened assignments Partial participation Alternative instructional activities,

assignments, projects, or materials Modified/Alternative grading Replacement activities

Oh Yeah! Share InformationOh Yeah! Share Information(p. 12 – 18)(p. 12 – 18)

Take what you know about the studentTake what you know about the student Accommodations/Modifications Share SheetAccommodations/Modifications Share Sheet Individual Program Share Sheet Individual Program Share Sheet Student Instructional ProfileStudent Instructional Profile

Take what you know about the instructional Take what you know about the instructional settingsetting General Classroom Instructional InventoryGeneral Classroom Instructional Inventory

……then DO SOMETHING! TOGETHER!then DO SOMETHING! TOGETHER!

Planning Ahead FormPlanning Ahead Form

A Whole Bunch A Whole Bunch of Planning Formatsof Planning Formats

Curricular Modification Planner (Form 8)Curricular Modification Planner (Form 8) Class Collaborative Planner – simple Class Collaborative Planner – expanded Class Collaborative Planner – elem exa

mple Class Collaborative Planner – secd exa

mple Individual Student Mod Planner Individual Student Mod Planner – elem

example

Some Practical TipsSome Practical Tips Start with the end in mindStart with the end in mind Use simplified visuals, structure, and hold Use simplified visuals, structure, and hold

the student accountable for the contentthe student accountable for the content Develop anything that will structure and Develop anything that will structure and

guide learningguide learning Categorize content as MUST KNOW, NICE Categorize content as MUST KNOW, NICE

TO KNOW, and TRIVIALTO KNOW, and TRIVIAL Provide choices and alternative methods Provide choices and alternative methods

of instruction – Differentiate!of instruction – Differentiate! Use research-based strategiesUse research-based strategies

Reading Strategies

28 reading strategies were reviewed and the top five were: Direct teaching of vocabulary Teaching pre-, during-, post-reading

strategies Fluency building, high frequency words Chunking and questioning aloud Relating to student experiences

Math Strategies

20 math strategies were reviewed and the top five were: Tactile, concrete experiences of math Daily re-looping of previously learned

materials Problem solving instruction and task

analysis strategies Teacher think-aloud Student think-aloud

Science and Social Study Strategies

23 content area strategies were reviewed and the top five were: Hands-on, active participation Using visuals Using pictures to demonstrate steps Using pre-reading strategies in content

areas Modeling/teacher

demonstration

Stuff You Have and Things You Can Make (Remember

Section 4?) Study Guides

6th grade original study guide 6th grade new study guide

Make sure completed info is correct Kids need to get them early on Should cover only key info

Graphic organizers – Weather notes Layers of the atmosphere Story Star www.enchantedlearning.com

Stuff You Have and Things You Can Make (Remember

Section 4?) Mnemonics

World War II Allies Parts of the Cell

Vocabulary Instruction Sentence Strips

Differentiated Instruction Project Menu – 8th grade ELA www.curriculumproject.com (Loop

Game) All those choices!

Tips for Making This Happen Be aware of the target students and consider

individual IEP needs in planning Brush up on basic communication and

“people” skills Incorporate strategies and techniques that

have a sound research base. Do more than whole group instruction Not everything works Make major changes only at natural breaks,

like the end of a semester

So, About Curricular Mods! So, About Curricular Mods! What questions do you have?What questions do you have? How do you make this happen in your How do you make this happen in your

school? (“selling” it to others)school? (“selling” it to others) Which kids are we talking about?Which kids are we talking about? How connected to the general How connected to the general

curriculum is this population?curriculum is this population? What steps do you need to take to What steps do you need to take to

keep these kids in the general keep these kids in the general classroom for content instruction?classroom for content instruction?