The In’s and Out’s of
Modifications:
Special Education and Section 504(Dyslexia)
Mexia Jr. High
January 5, 2007
Testing Options
TAKS
TAKS-I
Science/
Social Studies
2006-07
TAKS
SDAA-II
2007-08
Math/Reading/
Writing
TAKS-I
TAKS-ALT
TAKS-ALT
(1%)
Common Testing
Accommodations
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Oral Administration (Math, Science, Social Studies)
Small Group
Extended Time
Large Print
Use of computer/typewriter for writing portion.
Dyslexia Bundle for grades 3,4,5,6,7, and 8 (2007-08)
– Orally reading all proper nouns associated with each selection before students
begin individual reading of the selection,
– Orally reading all questions and answer choices to students, and
– Extending the testing time over a two-day period.
**Remember these have to be used on a regular basis for a student to be able to use them
during testing.
Do we have to use
modifications?
• If a student’s ARD meeting or Section 504 meeting lists
modifications, they must be used.
• Remember, these documents are the LAW!!!!
• Modifications will follow students from K – 12 according to
ARD or 504 meetings.
• Modifications are allowable at the Jr. College and
University level with appropriate paperwork and
documentation submitted to the institution.
What do you want the
student to learn?
• TEKS Goals/Objectives
• Importance of being a life-long
learner.
•
How do I modify?
Tests
Make test resemble the TAKS
Test more.
– Less Questions, not less
answer choices
– Weed out filler questions
(remember TEKS Goals/
Objectives)
– Use oral administration if
needed.
– Do not word questions and
answers tricky.
– Get to the “meat” of what
students need to know.
– Teach test taking strategies.
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THINGS TO REMEMBER:
Many of the Special Education
student have NEVER seen a TAKS
test!!!
This will be a shock to them, it is
going to be a lot harder on them
than you realize.
School and learning came rather
easy to most of us, otherwise we
would not have college degrees.
Try to put yourself in their shoes.
How do I modify?
Assignments
•
A student may need one or more modifications depending on the
assignment.
•
Put page numbers by the questions of where to find the answers (this saves
times for slow readers) remember we are looking for the end result of the
knowledge not how fast they can finish the assignment or how good they
can find the answer in the book. We all know some of the answers are hard
to find.
•
Have one book and highlight the entire paragraph containing the answers.
•
Use oral administration.
•
Extended time (good rule of thumb is no more than 3 days, use your own
professional judgment) Most students will forget about an assignment
after 3 days.
Assignments (cont’d)
•
Again, be careful in the way questions and answers are worded. Just
because the questions come from the book or teaching supplements does
not mean they are worded appropriately for students with disabilities.
These students are not able to read into questions and figure things out as
easily as other students.
•
Use manipulatives, flow charts, graphs, hands-on materials. If they can see
it and do it, they usually pick the information up quicker.
– (example: History-many students do not have an understanding of the
timelines in history, if you put it in a flow chart or a graphic organizer
with dates it will help them to organize the information in their brain.)
•
Pay close attention to what these students can and can’t do when
grading and looking at class work and homework. This will decrease
the frustration level of students and you as teachers
Documentation of
Modifications
Recommendations:
•
Keep a personal folder on each student with a copy of modified assignments
and tests.
•
Document in grade book of modified assignments/tests.
**This information has to be documented properly.
Homework and
Modifications
•
Remember students have been in school all day!
•
Students who do homework wrong will more than likely continue doing the
work wrong in class or on tests.
–
“Old habits are hard to break.”
•
Teach study skills and good homework habits.
•
Many of our students are unable to get help from parents with homework.
•
Reasonable Homework Expectations are 10 minutes a night of homework
per grade level
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6th grade = 60 minutes; 12th grade = 120 minutes
www.naspcenter.org
General Classroom
Modifications
•
Most students do not learn from lecture/note taking method. They need
to see the information and work with the information for the information
to stick in their brains. The majority of middle school students are not
going to study notes. Look at the current failure rates!!!
•
Show and help the students organize information/folders/notebooks.
•
Relate the information they are learning to real life experiences. If
students can see how it relates to their world they will remember it.
Email and Phone
• Leigh Ann Parnell, M.Ed.
• lparnell@mexia.k12.tx.us
• 254-562-4003 Ext. 129