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

September 23, 2017
Promoting Reading Comprehension in Grades 4-12

September 26, 2017
Study Skills a How-To Workshop

October 19 - 20, 2017
Improving Two Pillars of Reading: Fluency and Comprehension
More Information

October 28, 2017
Choosing the Right Accommodations to Ensure Success

November 18, 2017
Teaching Handwriting: Automaticity in Support of Reading and Spelling

December 09, 2017
Basic Special Education Rights & IEP Planning