SDI Bank

Adaptations, Strategies, and Accommodations

Placement

  • Provide access to the Learning Support room to receive LS services (habits of success, organization/work completion skills, check-ins, academic support, transition planning, IEP goal work, self-advocacy skills, or progress monitoring). See IEP Student Project at WeaverLearn.com/iep.
  • Provide small group or 1:1 interventions in LS room for __.
  • Provide flexible grading with alternative or adapted assignments in __ class in consultation with LS teacher, and in coordination with LS interventions.
  • Place in a special education __ class in the LS room.
  • Place in an ELA/reading class that includes opportunities for tiered activities and differentiated instruction appropriate for __'s present levels in reading and writing. (RE teacher may want to consult with LS teacher.)
  • Place in a math class that includes opportunities for tiered activities and differentiated instruction targeting __'s present levels in math. (RE teacher may want to consult with LS teacher.)
  • Place in co-taught classes for core academics when available.
  • Allow flexible scheduling to address priorities established by IEP team and allow exemptions from missed assignments due to this flexible scheduling.
  • TEACHER COLLABORATION SUPPORTS: If student receives academic support for a regular ed. class, the RE teacher of that class should provide the LS staff with advance answer keys, notes, rubrics, instructions, or any other materials needed to provide effective student support in the LS room.

Behavior

  • Deliver valuable reinforcement for appropriate behavior on an intermittent schedule (catch __ being good - use praise, proximity, smiles, thumbs up, etc., but keep it unpredictable - variable ratio gets best results). __ needs HIS/HER attention "tank" filled up and values adult attention.
  • Do NOT attend to __ when __ yells/talks out. Do not directly correct the misbehavior or talk about it. Instead, direct __ to DO something instead. Provide simple, neutral, matter-of-fact directions with few words (i.e., "Sit here"). Direct w/out rewarding __ with attention.
  • For disrespectful or inappropriate language, direct __ to move to a quiet place away from people with NO discussion of why & NO explanation of rules. Direct __ to do something (i.e., the task __ should have been doing). In general, withhold attention from inappropriate behavior when safe to do so.
  • After a few minutes of appropriate behavior, return __ to __ original seat. Direct __ to do something. Continue to catch __ being good.
  • Provide opportunities for __ to move & help teacher with tasks.
  • Provide strategic breaks when __ demonstrates tension, frustration, or distraction (teacher discretion).
  • Provide frequent positive reinforcement (i.e., verbal praise, free time incentives, contract rewards, or other incentives).
  • Provide specific, positive praise.
  • Allow student to move around in the room/chair to help with focus as long as it doesn't disrupt the learning of others.
  • Provide strategic opportunities for movement when __ is observed to be pacing the floor (i.e., run an errand, get a drink, etc.).
  • When __ engages in negative self-talk ("this is so boring ... this is too hard, etc."), provide redirection and prompts, reminding __ of goal to increase positive self-talk. (NOTE: The LS team has been informally tracking occurrences of negative self-talk and providing direct behavioral instruction and coaching re: the value of positive self-talk.)
  • Assist __ with focus by signing __'s daily reward chart (provided by LS teacher), measuring if __ comes to class prepared, is on time, stays the entire class, and displays a positive attitude during class.
  • Remind __ to wait to be called on when answering questions in class (vs. blurting out).
  • Provide teacher-initiated breaks when __ seems especially distracted or has trouble sitting still. Also, plan tactile/kinesthetic learning opportunities for __.
(NOTE: The frequency for the previous SDI is per observed distraction.)

In-Class Instruction

  • RETENTION SUPPORTS (for working memory deficit): Break assessments into smaller, manageable chunks. Provide review immediately before giving each chunk of assessment. If necessary, provide cue cards or notes to use during assessment.
  • Allow extra response time for __ to process information and respond to questions (approx. __ seconds).
  • Speak to __ at a slower rate (approx. in the 120 wpm range).
  • Provide preferential seating to minimize distractions.
  • Provide verbal prompts or visual cues to redirect to stay on task.
  • Provide notice of change in plans/schedule.
  • When requiring memorization of facts/information, use flashcards as a study tool. (Note: Retention of information has been challenging for __ at times.)
  • Provide graph paper for math work, or provide larger white space to organize written work.
  • Break multi-step directions into simpler chunks.
  • Break projects and larger tasks into smaller, manageable chunks and monitor progress on each step. Provide assistance/coaching when needed.
  • Provide guided notes when requiring more than 1 paragraph of note-taking.
  • Consult with LS teacher to include graphic organizers for extended writing tasks (i.e., sandwich pre-write).
  • When not assessing the writing format/process, have __ answer in an outline format or verbally.
  • Allow use of calculator.
  • Allow discrete use of fidget items during class as needed.
  • Allow __ to take a self-break/brain-break when requested.
  • Provide visual review/summary (i.e., bulleted list of key concepts) before assessing and/or moving on to next concepts/unit.
  • Do not penalize for spelling errors except when spelling is prioritized content of instruction.

Tests & Quizzes

  • Provide accurate, completed study guides for __ OR check __'s study guides for accuracy at least 2 days prior to tests.
  • Provide option of redoing assignments or retaking tests w/ extra remediation until mastery is demonstrated (at discretion of RE and/or LS teacher).
  • Provide advance notice for tests/quizzes as well as a list of items to be assessed at least 2 days prior to test.
  • Adapt assignments/projects to reduce complexity, emphasizing big ideas and concepts.
  • Chunk information on tests and quizzes, using explicit instruction to guide __ step by step.
  • Chunk information on assessments into smaller steps with clear directions.
  • Chunk extended tasks into shorter parts with opportunities for breaks to move, cool off, draw, etc.
  • Test on big ideas in science, history, health, and encore classes. If student is successful, gradually increase amount of material.
  • Provide extended time for tests & quizzes (as requested by student and conjunction with RE teacher & LST discretion).
  • Administer tests and quizzes in a quiet, small-group or 1:1 setting.
  • Read quizzes/tests aloud. If a staff member is not available to read the test aloud at the time of the test, __ may have it read at a later time (except when specifically assessing silent reading skills).
  • Allow option to test in an alternate setting if there has been recent evidence that __ is distracted during testing in classroom.
  • Allow option to have tests/quizzes read aloud during test or later.
  • Provide adapted tests and quizzes (no more than 3 choices for multiple choice, matching chunked in groups of 5 or fewer, word bank for fill-in-the-blank with no extra choices, and other adaptations deemed appropriate by RE or LS teacher) w/ goal of decreasing adaptations (RE and/or LS teacher discretion).
  • Because of __’s deficits in vocabulary, teachers may consider giving __ adapted tests if __ demonstrates a need (RE or LS teacher discretion). Adaptations may include word banks, extra prompts, simpler vocabulary, reduced choices, chunked matching, or other adaptations deemed appropriate by RE or LS teachers.
  • Reduce length of assessments (i.e., number of problems, not level of difficulty) with goal of scaling back this adaptation based on documented success.
  • If an adapted assessment is failed repeatedly, adapt even further to assess big ideas only.
  • Allow chunking of quizzes and tests that require significant memorization by studying 7-10 questions at a time, then quizzing or testing each section (if deemed necessary by RE or LS tchr).
  • Provide opportunities to verbally clarify written answers if needed.
  • Permit verbal answers on quizzes, tests for lengthier answers.
  • Provide extended time to complete tests, quizzes, and essays (up to two days).

Grading

  • Allow P/F grading option for computer classes based on effort in class. (NOTE: This may require alternatives at senior high, since Computer Applications is a normal graduation requirement.)
  • Allow P/F grading option in history and science classes based on successful completion of adapted tests, quizzes, and assignments (matching __’s reading & writing levels in reading & ELA classes). The focus should be on meaningful learning, not ambiguous grading. This option may be faded when __ earns a C or higher.

Assignments

  • All independent assignments given to __ should be adapted to __’s independent reading level (approx. grade level __).
  • Provide supervised time in class to complete assignments.
  • Use graphic organizers & pre-writes to organize paragraphs and essays. __ has been using forms of the sandwich pre-write. (See WeaverLearn.com/writing.)
  • Limit number of homework problems in math (just enough to demonstrate comprehension and mastery).
  • Provide a written timeline of due dates for longer projects.
  • Provide an extra set of textbooks for home.
  • Chunk assignments into small sections (i.e., 5 math problems at a time, one paragraph due as part of a 5 paragraph essay, etc.), giving reinforcement for each completed part before giving next segment of task. Provide checklist of steps.
  • Provide accuracy checks on assignments (i.e., have __ complete a problem/step, then check for accuracy & continue).
  • Grade writing on content, not grammar or spelling (except in English or in coordination with English teacher).
  • Provide extended time to complete assignments up to two days without penalty.
  • Provide plenty of white space on assignments/tests to minimize the likelihood of __ becoming overwhelmed.
  • Homework and all independent assignments should meet the following criteria: 1) the student can successfully complete the assignment with no assistance; 2) can complete the assignment in a reasonable amount of time; 3) the assignment focuses on essential understandings and big ideas that have lasting relevance.

Special School Closure Notations

  • Provide access to Learning Support room to receive LS services (habits of success, organization/work completion skills, check-ins, academic support, transition planning, IEP goal work, self-advocacy skills, or progress monitoring). See IEP Student Project at WeaverLearn.com/iep. NOTE: During current closure due to COVID-19 pandemic, LS staff is available online/phone to provide these kinds of support services. The student and/or parent/guardian is encouraged to contact the LS teacher with any questions or needs.
  • During unforeseen school closures (i.e., COVID-19 pandemic) teachers can continue to evaluate online assignments and/or paper packets in the spirit of the preceding SDIs, attempting to ensure educational tasks are reasonably appropriate. For example, evaluate reading level of student tasks, encourage student communication w/ teacher or support staff to verify comprehension, provide audio options when feasible (videos, phone/online check-ins), and chunk tasks (i.e., shorter video clips instead of longer videos, break large tasks into sub-tasks). The IEP team recognizes that remote learning situations may not perfectly replicate in-school education, but good faith efforts can be made to address the student's strengths and needs identified in this IEP.