Off-Grade Level Students in
On-Grade Level Classes
Or, Making Curricular Modifications
Dr. Wendy Dover Balough
Director of Exceptional Student Education
Rock Hill Schools
As We Start…
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I want to point out…
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The Terms
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Introduction – p. ix-x
Accommodation
Modification
Intent of the book
Overview of the book
I Have Standards to Cover
and Yet I Have…!
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Kids not reading on grade level
Kids who need lots of repetition
Kids with comprehension problems
that
make content instruction
difficult
Kids with IEPs calling for curricular modifications
Interventions to monitor for RTI
IEP accommodations to implement
Off-grade level kids needing on-grade level content
and they can’t do all the work
Kids who require curricular modifications!
Why Modify? (pp. 6-8)
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You and a partner need to write an
answer the question “Why do we modify
for some students?”
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Keep it to 1-2 sentences
You can
Use the reasons on pages 7-8, or
 Use your own words
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Be prepared to share
Some Kids Just Need
Something Different
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Different
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Instructional Method
Materials
Pacing
Outcomes
Focus
Expectations, or even…
Activity
At Least for SpEd,
It’s All About ACCESS!
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To the maximum extent
appropriate; bring
support/services to the
student; benefit from
being in the class
IDEA-2004 specifies
ACCESS TO THE
GENERAL CURRICULUM!
 Right of entry
 Admission
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Right to use
Introduction
Contact
Way in
Entrance
Entry
Approach
Gateway
Opening
It Means We Must…
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Have a method for examining student
needs
Understand the differences between
accommodations and modifications
Make some curricular decisions for
students who needs more focused
instruction
Search for new and creative means of
providing appropriate content and
instruction in the general classroom
Some Kids Have Problems
with the Instruction…
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May call for skills or strategies that the
student does not possess
May present activities that do not lead to
mastery
Not enough repetition
May not give students cues about how to
think about or study the information
May not provide flexible options to allow
students to demonstrate competence
But Some Have Problems
with the Content…
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May be very abstract, complex, or
inadequately organized
May use vocabulary that is unfamiliar
May present too much information
May not be relevant
May call for knowledge or background
information that the student does not
possess
Curricular Modifications Are….
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Broader than Support
More than accommodations in the
classroom
Can be addressed through differentiation
PROCESS decisions
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Changes to content expectations
Changes to student participation
Making Modifications
The “Tricks” and When to Use Them!
The whole concept of making curricular
modifications is
confusing!
Pages 25-31
huge, and can get
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)
Least 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)
MOST Resource Intensive
GREATEST Number of Students
…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
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!
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Page 28 – Crossword puzzle
Page 29 – Science Worksheets
Page 31 – Comparison
Activity – You and a partner read the paired
accommodation/modification comparisons
on page 31. Choose one to share with the
whole group.
Doing What Everyone
Else is Doing
 Accommodations:
No changes
 Support or reinforcement
 Some changes or
accommodations
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Section 4 - Accommodations
Because We Love Them
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Accommodation Tips 101 (p. 36-38)
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5 minute staff development activity (handout)
Accommodations for Common Challenges
(p. 39 – 41)
Areas of Disability (p. 42 – 46)
Specific Tips and Skills (p. 47-91)
Behavior Management Tips (p. 92-97)
Activity
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Specific Tips and Skills, plus
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Including Students in Cooperative Learning Groups
How to Use Graphic Organizers
Develop and Use Visual Schedules
Pair/Share
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What it is
3 key points
How 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…
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Learn all of the content
Do all of the assignments or instructional
activities
Be graded the same way
All student should…
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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 egg.
TEST: Label the parts of the 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
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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 for
Curricular Modifications
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Start with the big picture. Standards, course
and unit orientation.
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Target the most basic information,
skills or concepts. Choices have to be made.
Prioritize. List the information, skills or concepts to be
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Task Analyze. Choose or define steps and structure
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Structure team planning.
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learned in order of importance, then start at the top of the
list. You not get mastery on the whole list.
the instruction to move the student through those steps
Share information,
define learning, problem solve, and use a format (form 8 as
an example).
How to MAKE
Curricular Modifications
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Increase the Odds. Reinforce information
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Back up to go forward.
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Key to concrete or tangible
examples, application and practice.
increase memory and recognition factor by teaching key
vocabulary and concepts as sight words and connect to
visual, auditory and kinesthetic memory.
Always connect new
learning to something the student already knows or
understands, then move forward.
Conceptual or abstract learning or examples will be
difficult.
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Repetition is necessary. (again and again)
How to MAKE
Curricular Modifications
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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.
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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 that…
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Curricular modifications are appropriate (and the
right thing to do).
Direct instruction on target concepts is better than
“scattered” learning on everything
Students receiving curricular modifications don’t
have to go somewhere else or be labeled with a
disability!
We can find compromises to the grading issue
We can structure and provide the necessary
supports for effective curricular modifications
Curricular Modifications Should
be Written into the IEP
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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 Information
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(p. 12 – 18)
Take what you know about the student
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Accommodations/Modifications Share Sheet
Individual Program Share Sheet
Student Instructional Profile
Take what you know about the
instructional setting
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General Classroom Instructional Inventory
…then DO SOMETHING! TOGETHER!
Planning Ahead Form
A Whole Bunch
of Planning Formats
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Curricular Modification Planner (Form 8)
Class Collaborative Planner – simple
Class Collaborative Planner – expanded
Class Collaborative Planner – elem example
Class Collaborative Planner – secd example
Individual Student Mod Planner
Individual Student Mod Planner – elem
example
Some Practical Tips
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Start with the end in mind
Use simplified visuals, structure, and hold the
student accountable for the content
Develop anything that will structure and guide
learning
Categorize content as MUST KNOW, NICE TO
KNOW, and TRIVIAL
Provide choices and alternative methods of
instruction – Differentiate!
Use research-based strategies
Reading Strategies
28 reading strategies were
reviewed and the top five were:
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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:
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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:
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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?)
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Study Guides
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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
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Graphic organizers –
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Weather notes
Layers of the atmosphere
Story Star
www.enchantedlearning.com
Stuff You Have and Things You
Can Make (Remember Section 4?)
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Mnemonics
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Vocabulary Instruction
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World War II Allies
Parts of the Cell
Sentence Strips
Differentiated Instruction
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Project Menu – 8th grade ELA
www.curriculumproject.com (Loop Game)
All those choices!
Tips for Making This Happen
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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!
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What questions do you have?
How do you make this happen in your
school? (“selling” it to others)
Which kids are we talking about?
How connected to the general
curriculum is this population?
What steps do you need to take to keep
these kids in the general classroom for
content instruction?