CURRICULAR MODIFICATIONS:
Teaching Grade Level Content to Off-Grade Level Students
When considering how to make instruction relevant and meaningful to all students, the following levels
of accommodations and modifications can help organize choices.
No
Accommodations
Needed
no changes; students participate as everyone else
Support or Reinforcement
Help students with class requirements; Preteach or reteach material; Develop aids and advance organizers for class
requirements (outlines, summaries, charts, vocabulary development, preview questions, mnemonic devices, graphic organizers,
etc.); Add extra practice or enrichment; Develop study guides; Develop discipline plan or contract; Use alternative instructional
methods that consider student learning styles, such as visual, auditory, tactile, demonstrate, etc.
Accommodations and Changes to the Activity
Alter the pace of the activity; Highlight texts/reading material; Make or rewrite worksheets and study guides; Allow more time;
Read aloud; Allow oral responses instead of written responses; Use taped texts; Use of assistive technology-augmentative
communication devices, computers, calculators, AlphaSmart, voice recognition software; Test accommodations and
modifications; Word and answer banks; Reduce or shorten assignments; Use alternative assessment (projects, portfolios, etc.)
Parallel and Partial Participation (Modification of Content)
Same topic but different materials; Use more appropriate or functional materials; Use authentic or real-life materials or
settings; Same topic, but different emphasis, skill, or knowledge; Same topic but different application; Use of subtopic or
related topic; Fewer concepts; Prioritized objectives or concepts; Task analysis; Participate or proficiency in only a portion
Alternative Activity (Modification of Content)
Incorporate skills from IEP or other needs of the student; specified social, behavioral, academic or life skill activities; Align
skills and/or needs with broad standard areas within the general education curriculum.
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.
Don’t wait and modify the test!
How to Make Curricular 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.
Back up to go forward. Always connect new learning to something the student already knows
or understands, then move forward.
W. Fetner-Dover, 2006
22
Research to Practice, 2012
CURRICULAR MODIFICATIONS:
Teaching Grade Level Content to Off-Grade Level Students
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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.
Key to concrete or tangible examples, application and practice.
Repetition is necessary. Repetition is necessary; Repetition is
necessary…
Choose information that relates to real life or a necessary skill that the
student will need to know or use.
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.
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
Use research-based interventions and strategies.
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Some Specific Curricular Modifications – Use THESE on the IEP!
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Direct content vocabulary instruction
Reduced objectives/outcomes
Prioritized Standards/Objectives
Differentiated Instruction (structured
choices)
Parallel instruction, materials, topic, subjects
Shortened Assignments
-
-
Parallel topic/subject
Partial participation
Alternative instructional activities
Alternative materials
Alternative assignments and projects
Modified/Alternative grading
Replacement activities
Some Practical Tips
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Start with the end in mind – make the test first, then work from there.
Use simplified visuals, structure, and accountability
Develop anything that will guide and structure student learning
Review unit, lesson, or activity intent or objectives
Determine MUST KNOW, NICE TO KNOW, and TRIVIAL
Are there any alternative instructional methods that can be used?
Brainstorm creative methods of providing support
Some Neat Stuff to Share – Research-based Strategies
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Study Guides (Handout)
Reading Comprehension Strategies
www.readingquest.org/strat/
www.readingrockets.org/article/3479
www.tengrrl.com/tens/016.shtml
Graphic Organizers
www.enchantedlearning.com
W. Fetner-Dover, 2006
22
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Project Menus
Mnemonics
www.mnemonic-divise.eu/index/
Sentence Strips
Loop Game
www.curriculumproject.com
Vocabulary Instruction
Research to Practice, 2012
CURRICULAR MODIFICATIONS:
Teaching Grade Level Content to Off-Grade Level Students
W. Fetner-Dover, 2006
22
Research to Practice, 2012