Mary Culpepper and Molly Oexle
 Based on Stetson and Associates
Practice, not practices
K.D.by J.D. and T.D. v.Starr,
64 IDELR 107 (D. Md. 2014).
The parents of an 8th grade student
with ADHD and Specific Learning
Disability alleged that the student’s
teacher was not implementing the
accommodations and modifications
specified in the plan and required
the student to request the rest of her
accommodations. The judge found in
favor of the parents that the school
district failed to implement the plan.
Implication
We must implement all components
of an IEP or 504 plan, and it is
unreasonable to require that a
student have to request to use the
accommodations that are in the plan
to help support success in school.
 How can I accommodate core curriculum so
that students with special needs (ELL, 504,
RTI, IEP, GT, ALL students) are accessing
grade level curriculum while making the
best use of their time?
You will walk away with:
 A definition of
instructional
accommodations and
curricular
modifications
 Teaching strategies for
various learning styles
 A bank of grade
appropriate
accommodations
Am I currently implementing effective practice around
accommodations and modifications?
Think, Pair, Share
Accommodation - how
 A change made to the teaching or
testing procedures in order to
provide a student with access to
information and create an equal
opportunity to demonstrate
knowledge and skills.
Accommodation - how
 A change made to the teaching or
testing procedures in order to
provide a student with access to
information and create an equal
opportunity to demonstrate
knowledge and skills.
Accommodation - how
Modification - what
 A change made to the teaching or
 A change in what the student is
testing procedures in order to
provide a student with access to
information and create an equal
opportunity to demonstrate
knowledge and skills.
expected to learn and/or
demonstrate. While a student may be
working on modified course content,
the subject area remains the same as
the rest of the class.
Accommodation - how
Modification - what
 A change made to the teaching or
 A change in what the student is
testing procedures in order to
provide a student with access to
information and create an equal
opportunity to demonstrate
knowledge and skills.
expected to learn and/or
demonstrate. While a student may be
working on modified course content,
the subject area remains the same as
the rest of the class.
Accommodation - how
Modification - what
 A change made to the teaching or
 A change in what the student is
testing procedures in order to
provide a student with access to
information and create an equal
opportunity to demonstrate
knowledge and skills.
expected to learn and/or
demonstrate. While a student may be
working on modified course content,
the subject area remains the same as
the rest of the class.
Partial Completed Notes
RESPONSE CARDS
 Working as a table group, read each
statement of support (pg. 2) for
students.
 Discuss whether that support is an
accommodation or modification.
(4 minutes)
 When you hear the timer, choose one
person at your table to use one of the
response cards (A or M) to indicate
what your table decided for each
support.
 Video
 Complete and Score “Middle School” Learning Styles
Inventory
(5 minutes)
 As a “like-learner” team, tell what student-centered activities you might
incorporate to help a student with your learning style access the content.
 You will have 4 minutes at each poster to write your thoughts. The last
group will share the ideas collected.
Use of a Timer
Four Corners Activity
 As a “like-learner” team, tell what student-centered activities you might
incorporate to help a student with your learning style access the content.
 How can I accommodate core curriculum so
that students with special needs (ELL, 504,
RTI, IEP, GT, ALL students) are accessing
grade level curriculum while making the
best use of their time?
You will walk away with:
 A definition of
instructional
accommodations and
curricular
modifications
 Teaching strategies for
various learning styles
 A bank of grade
appropriate
accommodations
 In your grade-level band, select either the math or the ELA lesson.
 Use the accommodations packet and ideas collected to help different
types of learners to “flesh out” these lessons.
 What accommodations will you provide for each “hypothetical” student?
 How can I accommodate core curriculum so
that students with special needs (ELL, 504,
RTI, IEP, GT, ALL students) are accessing
grade level curriculum while making the
best use of their time?
You will walk away with:
 A definition of
instructional
accommodations and
curricular modifications
 A bank of grade
appropriate
accommodations
 Teaching strategies for
various learning styles
 Use the action planning sheet (pg. 1) to describe how you will share and
use today’s learning at your site.
 Complete session survey.