Appropriate Accommodations and Modifications of Regular-Classroom Program -- Grades 4-12

___Give extra time for classroom work and tests (__50% more time; __100% more time)
___Eliminate or limit timed tasks to skills and knowledge the student has mastered

___Use preferential seating (e.g., in the front, close to the teacher, or close to peer-tutor)
___Have someone else read text material to the student (e.g., a teaching assistant or peer tutor in the classroom, a parent at home)
___Have someone else (a scribe) write for the student, especially for moderate-to-large amounts of writing (e.g., student dictates to the helper or parent)
___Have a classmate routinely share a copy of class notes
___Allow use of a personal 'vocabulary' notebook, a dictionary, a speller's dictionary, or a Franklin Speller
___Allow use of a tape recorder to record lectures, discussions, homework, tests, reports, etc.

Presentation of Subject Material:
___Use multisensory teaching (visual, auditory, kinesthetic, tactile)
___Provide copies of information and assignments that are written on the blackboard, or presented as overheads or slides
___Provide typed materials, in an easy-to-read font style and size (e.g., Times New Roman or Arial, 12 point or larger)
___Use photocopies, rather than dittos; many students have difficulty reading blue/purple print
___Avoid using fluorescent or glossy paper
___Provide adequate space to separate lines of text
___Use papers of different colors for different worksheets and/or handouts
___Use colors on graphs when possible (e.g., besides using different colors for graphed data, use different colors for different lines of the grid itself; the 'zero' line might be black, the next line green, the next red, etc.)
___Simplify directions, making them more step-by-step in format
___Number sentences in directions
___Provide a box or line to the left of each direction or step, for check-off as completed
___Highlight, bold or underline the verbs in directions (e.g., Add numbers; Circle the answer)
___Pre-teach new, difficult vocabulary words or words essential to understanding the text
___Explain why an activity is being done; relate it to things done in the world (so the student understands the value of the learning, and doesn't consider it 'busy work')
___Permit student to photocopy a peer's class notes; provide a 'notetaker'
___Tape class lectures/discussions for replay by student(s)
___Provide study guides
___Emphasize critical information and key concepts; provide questions to guide reading
___Provide highlighted texts and/or outlines for reading assignments
___Use peer-tutoring or small-group work in-class (study-groups)

___Provide both oral directions and written instructions for assignments, homework, tests, etc.
___Accept tape-recorded, typed, or dictated responses to assignments
___Allow oral reports or small-group presentations in lieu of written reports (if the student feels comfortable doing this)
___Arrange special projects that allow the student to show abilities in ways that don't rely on reading/writing (e.g., organization, creativity, leadership, artistic, verbal abilities)
___Use books on tape
___Allow use of either cursive writing or manuscript printing, as the student prefers
___Reduce or modify assignments that require reading/writing (fewer questions/problems; more time to complete)
___Permit use of a Franklin Speller for assignments, reports, etc.
___Permit use of a computer or word processor for written work (spell-check & grammar-check)
___Provide editing and/or proof-reading help
___Provide homework assignments as much in advance of due date as possible (e.g., new spelling words on the previous Friday, if usually provided on Monday)

Testing Adaptations:
___Use oral testing, whenever possible
___Use tape-recorded tests, and allow tape-recorded answers
___Use computerized tests
___Provide practice tests when possible
___Use reduced reading-level tests; avoid complex sentence structure
___Give extra time to complete tests (__50% more time; __100% more time)
___Provide a reader and/or writer (scribe) for tests
___Read and explain written directions; have student paraphrase to assure understanding
___Use short-answer tests (e.g., true/false; multiple-choice; short-answer; matching), rather than essay tests
___Have 'bonus' questions
___Replace tests with oral reports and/or special projects, when possible; use student demonstration/construction/drawing/oral presentation/video to show mastery of material
___Allow student to write directly on test pages, or record answers on tape, if you use computer-scored or separate answer-sheet testing materials
___Provide alternate (quiet) room for test-taking

___Give credit for class participation
___Reduce weight of written exams
___Grade papers for content, not for spelling, punctuation or penmanship
___Drop the lowest grade, when calculating the average for the marking (grading) period
___Offer extra-credit options (projects, presentations, bonus test items, etc.)

___Provide reading instructional classes during the summer
___Provide before- or after-school tutoring and/or assistance
___Work with parents, helping student reasonably & successfully complete reading/writing tasks

Important Events

Jan 21, 2017
Accurate and Automatic Decoding Workshop for Educators

Jan 28, 2017
The MTSU Literacy Studies Ph.D. Program announces the 
5th Annual MTSU Literacy Research Conference

Feb 25, 2017
Integrating Free or Inexpensive Technology in Grades 4 - 12 
Educators  Parents

Mar 31, 2017