CONTENT STANDARDS MODIFICATION REFERENCE GUIDE
CHECKLIST FOR
DETERMINING STUDENT-SPECIFIC MODIFICATIONS
| Aq - Acquisition | S - Storage | R - Retrieval |
| O - Organization | E - Expression | As - Assessment |
_____Loses interest quickly
_____Tries really hard but just doesn’t get it
_____Has poor comprehension skills
_____Cannot seem to process information
_____Seems bright but just can’t keep up
_____Has trouble copying from the board
_____Has trouble following written or verbal directions
_____Has trouble linking new information to previous information
_____Has trouble with visual discrimination tasks such as part to whole or multi-step projects
_____Doesn’t want to wait for his/her turn or follow the rules
_____Learns new ideas much slower than classmates
____Has trouble applying new knowledge to other areas
____Seems to "have it" one day and it is gone the next
____Parents are confused because "we studied it last night" but he/she does poorly on the test anyway
____Can’t remember dates, assignments, and facts
____Has trouble summarizing facts
____Has trouble remembering facts
____Works very slowly
____Has trouble locating key facts or ideas
____Does poorly with rote memory skills such as in math computation and use of formulas
____Does poorly on timed tests
____Does poorly with vocabulary and phonics skills
____Hates to read aloud
____Has trouble organizing thoughts for written expression
____Needs to "see it" to do it
____Uses fingers to count
____Really messy
____Always forgets materials
____Often does work but doesn’t turn it in
____Needs several reminders to get started
____Never finishes a task
____Can’t put things in sequential order
____Can’t take notes
____Always forgets he/she has homework
____Turns things in late
____Work is very sloppy, torn, or wrinkled
____Has trouble copying from the board
____Has trouble understanding place value or copying problems with correct alignment
____Has trouble following directions
____Unable to answer essay questions
____Poor written expression
____Does poorly with open book tests
____Wastes time on unimportant things
____Has trouble waiting in line or keeping hands to self
____Talks in complete sentences and has a great imagination, but can’t write a complete sentence
____Sentences are short, choppy, and free of descriptive words
____Poor spelling skills
____Hates to speak in front of the class
____Has trouble summarizing events and ideas
____Can show you how, but can’t tell you how
____Poor handwriting skills
____Easily frustrated with new task
____Uses inappropriate language for situation
____Test anxiety and self image problems
____Doesn’t perform well in timed test situations
____Under pressure for grades
____Performs best when recall rather than recognition questions are asked
____ Has trouble when too many different types of questions are on the test
____ Has trouble when inflexible testing format and routines are used
____Doesn’t complete tests
____Reading level skill effects test results
____Focuses on errors and failure instead of success
____Experiences difficulty transferring responses to answer sheet
____ Has trouble indicating knowledge on the test
ACQUISITION
Modification #1 - Provide parallel
curricula/texts/activities
*Examples:
| A. Use books and materials on the same topic but on different reading levels or different levels of difficulty (example: use a variety of materials and books on the same topic). | B. Use text with more visual aids | C. Alter and
vary presentation methods to include: a. Reduction of materials on a page b. Alter the format of presentation (example: cover some material on a page, cut a window, color overlays) c. Alter the format of chapters in a text (example: move questions from back of chapter to appropriate area in text) d. Make copies of pages of text--utilize a minimum number of pages rather than an entire chapter at once e. Make copies of text pages and highlight certain areas f. Use tabs to organize material in a textbook g. Paraphrase chapters within a text -- use paraphrase section as a text h. Use a collection of software in the same topic to provide as materials and activities i. Use tape recorder to reword paraphrase materials j. Use video presentations on the same topic k. Use communication board -- design to match the same topic l. On-site experiences in the community m. Guest speakers or mentors n. Use media -- magazines, newspapers, television, film, video, radio o. Dramatizations of events |
ACQUISITION
Modification #2 - Use set routines
*Examples:
| A. A consistent method used to instruct/present, assess, review, and discipline students in the educational setting | B.
Presentation/instruction a. Use the same method in a consistent manner to key students to the activities (example: a verbal or physical prompt, manual signs, visual reminders such as pictures, establish and keep a consistent routine schedule, printed schedules of activities daily for task, posted routines in classrooms) b. Assignments written on board each day c. Weekly/monthly calendar of events d. Set established place for storing materials e. Keep classroom arranged in same manner f. Seating charts g. Use clock faces to show classroom routine times |
C. Assess: a. Use same verbal/physical prompting for test time. (Example: Clear your desk, sharpen pencils. This is a test.) Establish a pre-testing routine for the environment. b. Establish routine for tuning in work. c. Establish routine for missed assignments d. Establish routine for what to do when finished with work |
| D.
Discipline: a. Post rules and consequences b. Be specific and clear, simple and to the point c. Make sure program is designed appropriately to meet student need |
ACQUISITION
Modification #3 - Differentiate
assignments for pupils
*Examples:
| Give
different assignments to the same task to match
pupil’s level of performance a. Reduced or altered -- require less academic output on tasks that require lengthy reading or paper-pencil tasks b. Oral versus written c. Use cooperative group (be sure student has social skills to work in a group effort) d. Peer assistant e. Use of parallel or alternative texts f. Use of software g. Develop and design historical timelines, graphs, and charts h. Dramatizations of events i. Allow shorter written assignments |
ACQUISITION
Modification #4 - Provide
intermittent tutoring
*Examples:
| A. Assign a peer tutor as needed | B. Tape-record notes/lectures to use as review | C. Use supplemental software |
| D. Use game format for review | E. Utilize cross-grade tutoring | F. Assign a study buddy |
| G. Provide note takers |
ACQUISITION
Modification #5 - Provide both oral and written directions
*Examples:
| A. List directions in numerical order rather than paragraph style | B. Have student repeat orally directions after given | C. Color code sequenced routine tasks |
| D. Highlight key activities or clue words | E. Provide a written assignment sheet | F. Post directions on board |
| G. Provide visual cues through photos or illustrations | H. Model instructions/directions | I. Provide a completed project or finished example |
| J. Provide a project checklist | K. Provide timelines to check and review and redirect | L. Allow another student to rephrase or reteach directions |
| M. Present directions in terminology or medium appropriate to the learner’s needs (example: sign language, communication board, ESL) |
ACQUISITION
Modification #6 - Show a model of
expected end product
*Examples:
| A. Provide step-by-step process through illustration, oral explanation, and modeling | B. Provide variations of materials that still produce the end product (example: thicker paper, different colors, etc.) | C. Allow elimination of steps (manipulations or partially completed outline) |
| D. Allow students to work from the finished product back | E. Allow a practice run and let resubmit for grade | F. Provide an example on all written work required. |
ACQUISITION
Modification #7 - Allow varied
mathematical/computation strategies
*Examples:
| A. Provide variety of manipulatives | B. Touch Math | C. Pair auditory reinforcement with finger counting |
| D. Check work with calculator | E. Use computer-assisted math | F. Finger counting |
| G. Allow students to use charts and tables for reinforcement | H. Provide model for a completed problem | I. Sing facts |
| J. Choral recitation of facts | K. Allow student to illustrate problems |
ACQUISITION
Modification #8 - Provide copy of
lecture notes
*Examples:
| A. Provide partial outline and study questions | B. Outline key ideas and concepts | C. Color code or highlight key ideas |
| D. Use overhead projector for class and lab notes | E. Use color coded paper to organize concepts | F. Use timelines to present ideas |
| G. Use story maps | H. Provide taped notes | I. Pair up with buddy to check note taking |
| J. Provide a copy of another student’s notes | K. Use alternative method of presenting notes (example: on note cards rather than 8 X 11 paper) | L. Break down notes into categories by providing questions relevant to subject area |
| M. Provide notes on computer disk |
ACQUISITION
Modification #9 - Use visualization
with verbalization
*Examples:
| A. Allow students to illustrate or construct projects to go with verbal presentation | B. Provide model or example | C. Use films |
| D. Use maps, graphs, and charts | E. Use posters, collages, overhead projector | F. Dramatize events or key concepts |
| G. Provide timelines, flow charts, or story maps (webbing) | H. Use manipulatives such as story chains | I. Emphasize or augment with sign language or signals |
| J. Use colors to key important concepts -- to include colored chalk |
ACQUISITION
Modification #10 - Label objects
*Examples:
| A. Coordinate home and school | B. Use pictures as well as words | C. Use codes, such as colors or symbols |
| D. Use functional labels from the environment | E. Use rebus symbols | F. Use mnemonics on labels |
| G. Use a
variety of materials as labels: a. Post-its b. Tabs c. Colored folders d. Colored ink e. High lighters |
H. Label functional areas to cue where to find materials | I. Use a medium appropriate for the student (example: Braille, language (ESL), textures) |
ACQUISITION
Modification #11 - Allow use of calculator/math grid in instruction/testing
*Examples:
| A. Use overhead calculator for group instruction | B. Highlight reciprocals on math grid for easy access and reinforcement | C. Provide partially filled math grid and allow student to complete it |
| D. Laminate grids to encourage use and reuse | E. Use calculators to check work | F. Use large sized keys on calculator for students with motor impairments |
| G. Superimpose textures or Braille, etc. on keys | H. Use "talking calculator" or computer program | I. Have written or illustrated directions on how to use the calculator (operations) |
ACQUISITION
Modification #12 - Provide frequent changes in instruction/testing
*Examples:
| A. Schedule breaks by using alternative activities (example: learning centers, motor play) | B. Break larger tasks and tests into smaller time increments | C. Reduce written tasks and use hands-on activities |
| D. Use grouping or cooperative learning | E. Use alternatives to written instruction | F. Allow students to respond orally |
| G. Provides snacks, etc. when testing for "large" volume tests, e.g., CAT, LEEP | H. Use field experiences within the community | I. Have guest speakers or mentors |
| J. Use props, costumes, puppets, story boards, flannel boards, etc. (Use age-appropriate activities) |
ACQUISITION
Modification #13 - Use frequent modeling
*Examples:
| A. Use both verbal and visual examples | B. Model the process of thinking and problem solving | C. Present
more than one model; be aware of learning styles a. Student models b. Interactive teaching c. Choral reading |
ACQUISITION
Modification #14 - Provide print outline of videos
*Examples:
| A. Arrange in sequential order | B. Highlight key ideas | C. Pose questions and answer them |
| D. Provide partial outline and teach note taking | E. Put the outline on note cards, colored paper, etc. |
ACQUISITION
Modification #15 - Ask focused questions
*Examples:
| A. Student restates given information into question form | B. Use the who?, what?, why?, when? method | C. Eliminate all unnecessary information |
| D. Break down the amount of material covered | E. Use verbal as well as written | F. Choose types of questions to ask particular students so that the pupil has a good chance of answering the question successfully |
ACQUISITION
Modification #16 - Assign a designated note taker, using peers to take notes
*Examples:
| A. Copy the notes of another student | B. Allow students to check one another’s notes to be sure that the information is recorded | C. Put carbon paper under designated note taker’s’s paper and give to the students. |
ACQUISITION
Modification #17 - Use multi-modality materials -- accommodate learning styles by using a variety of materials and presentations
*Examples:
| A. Charts, graphs, maps, globes | B. Music, software, filmstrips, videos, dramatizations | C. Hands-on materials |
| D. Textures, colors, models | E. Communication boards | F. Tape recorders |
| G. Alternative texts | H. Individual chalkboards/dry erase | I. Bulletin boards |
| J. Diagrams | K. Task cards | L. For blind students, allow them to feel shapes and compare spatial relations through feeling |
| M. Use cane/rope to feel lines and angles |
ACQUISITION
Modification #18 - Encourage visual imagery
*Examples:
| A. Use mnemonics | B. Develop visual/verbal cues | C. Encourage pupils to visualize in their minds |
ACQUISITION
Modification #19 - Use large print
*Examples:
| A. Enlarge the print on the copy machine | B. Acquire large print materials | C. For students with visual impairments, this modification should always be used |
ACQUISITION
Modification #20 - Talk through letter formation and numeral formation
*Examples:
| A. Use a
multi sensory approach to handwriting a. Skywrite b. Texture writing c. Sand trays d. Shaving cream, etc. |
B. Select materials from various programs to meet the needs of the students | C. Consult OT/PT for classroom activities to develop necessary motor functions |
| D. Use cursive ghost writing | E. Talk through and model techniques (say and then do) | F. Begin with 6 foot formations on floor, move to 24 inch, to 6-8 inches, and finally to ruled paper. |
ACQUISITION
Modification #21 - Use cooperative learning
*Examples:
| A. Implement cooperative learning strategies in the regular classroom | B. Change instructional groups | C. Vary groups to match student needs |
| D. Change partners periodically | E. Allow students a choice in partnerships |
ACQUISITION
Modification #22 - Allow computer assisted reading, math, and language
*Examples:
| A. Choose programs that support curriculum | B. Choose programs that reteach/remediate skills | C. Choose programs that aid in practice |
| D. Choose programs that enhance/enrich |
STORAGE
Modification #1 - Provide frequent review/repetitions
*Examples:
| A. Flash cards -- visual | B. Study buddies/group study | C. Frequent review of materials. Incorporate review time into daily schedule |
| D. Review with games (example: Jeopardy, Memory, Wheel of Fortune) | E. Visual aids posted on walls, desktops, pencil toppers, etc. | F. Make use of those 3-5 minute intervals between classes to review |
| G. Provide taped reviews/listen with headphones, etc. | H. Provide computer programs that review materials | I. Cloze activities with material from text |
STORAGE
Modification #2 - Provide cumulative reviews -- connect new information to prior knowledge
*Examples:
| A. Incorporate KWL charts into all academic areas | B. Use linking words/concepts to build upon concepts previously learned | C. Begin each lesson with a review of previously learned material. Connect to new material |
| D. Include past material on tests and worksheets for extra credit | E. Incorporate materials for review in a game (example: Jeopardy, Wheel of Fortune, Hangman, etc.) | F. Make use of those 3-5 minute intervals between classes to review |
| G. Assess to make certain child knows all components of the new skill (example: for division, can they add, subtract, etc.) | H. Use KWL charts to assess what is known | I. Relate materials to students’ environment |
| J. Use examples from students to further explanations | K. Brainstorm and write down new material evoked by students |
STORAGE
Modification #3 - Provide redirection
*Examples:
| A. Establish verbal cueing or prompts to redirect. Use gestures or signal alerts. | B. Pair icons or graphics with subject matter. | C. Teach to "overlearn." |
| D. Use probing questions to reestablish focus. | E. Teach "key" words in relation to material. | F. Give specific questions prior to student reading material. |
| G. Show paragraph or line where material is located. | H. Relate materials to students’ environment |
STORAGE
Modification #4 - Present written material in different formats
*Examples:
| A. Type materials and provide readable copies | B. Keep directions simple and short | C. Increase readability of questions |
| D. Use shorter sentences | E. Watch
for: a. Overcrowding of material b. Lack of white space c. Handwritten or poorly typewritten materials d. Single-spaced typing e. Lack of organizational flow f. Small or indefinite answer areas g. Confusing diagrams h. Overly detailed maps i. Too many different activities on a page j. Overwhelming volume of materials k. Lack of examples l. Lengthy or unclear instructions m. Visual distractions n. Transferring within the page or from page to page |
STORAGE
Modification #4 - Present written material in different formats
*Examples:
| A. Type materials and provide readable copies | B. Keep directions simple and short | C. Increase readability of questions |
| D. Use shorter sentences | E. Teach "key" words in relation to material. | F. Give specific questions prior to student reading material. |
| G. Show paragraph or line where material is located. | H. Relate materials to students’ environment |
RETRIEVAL
Modification #1 - Allow use of calculator/math grid
*Examples:
| A. Teach/practice correct usage of calculator with overhead calculator. | B. Color code keys for various functions. | C. Use calculator with raised keys. directions/steps required to solve problems on. |
| D. Have flow chart on wall and desk indicating steps used to perform function. | E. Use talking calculators. | F. Teach Touch Math concept for calculating addition and subtraction. |
| G. Have multiples chart for use in multiplication and division with Touch Math. | H. Highlight pertinent parts of math grid to facilitate grid usage. | I. Cut colored transparency strips, and place on transparency. |
| J. Incorporate calculators into daily and test work. | K. After the child has exhibited proficiency with math skill, incorporate calculator for accuracy. |
RETRIEVAL
Modification #2 - Allow double time for testing
*Examples:
| A. Test on one topic at a time. Give shorter tests that cover only one topic. | B. Grade only what the student can finish. | C. Allow the student to take an exam in the classroom during the regular time and an oral exam at a later time. Average the two grades. |
| D. Break tests into several sections. Give one section each day. Review section prior to testing. |
RETRIEVAL
Modification #3 - Provide repetition
*Examples:
| A. Provide a variety of formats--visual, auditory, combination, and kinesthetic. | B. Provide repetition/practice in game fashion. Construct Jeopardy-type games with material. | C. Incorporate lots of repetition but do so in a structured organized way. The students need to know what is expected in the way of practice daily. |
| D. Decrease amounts of written repetition in traditional paper/pencil fashion. Use wipe-off boards, magic slates, stamps and ink pad, manipulatives, chalkboard, etc. | E. Use drill sandwich approach. "Sand-wich" well-known facts, words, or concepts between material needed to be reviewed. | F. Upon beginning daily lesson review practice material previously learned. Use fashion or something fun. Give extra credit for known material. |
| G. Linking
method - Example: Given a list of words to remember,
repeat the list several times. Then picture that word in
your mind. Now link the first word to the second word.
Next, imagine a picture that links the words. 1. Car 2. House 3. River 4. Church 5. Elephant A huge car is on top of a house that is floating down a big river--the river flows through a small church where 10 elephants are sitting inside. |
H. Acronyms | I. Acrostics |
| J. Provide thorough review several days before test. Use small group review, study buddies, question and answer periods. |
RETRIEVAL
Modification #4 - Use oral interviews
*Examples:
| A. Have scribe write down/organize material for student to refer to. | B. Use tape recorders for spelling, math, and all subject matters. | C. Use a tape recorder with color coded labels for each topic. Student refers to textbook and notes and reads appropriate material into recorder. A peer helper could help organize material into an outline form. |
RETRIEVAL
Modification #5 - Alert pupil to change in math operations
*Examples:
| A. Highlight problems of one operation in one color, those with another operation in another color. | B. Use graph paper in multi-step problems. Alert students to change with pre-highlighted areas. Example: Long Division | C. Circle problems with one operation for younger children. |
| D. Teach
mnemonic devices to help in sequencing steps. Example: Please Parenthesis Excuse Exponents My Multiplication Dear Division Aunt Addition Sally Subtraction |
E. Visual/Verbal wall, desktop, and on papers to remind students of sequence of activities, and changes within problems. |
RETRIEVAL
Modification #6 - Write alternative tests for easy retrieval
*Examples:
| A. Change fill-in-the-blank to multiple choice. | B. Eliminate one of the choices in multiple choice--choose from three answers instead of four. | C. Use pre/post tests to give points for progress. |
| D. Open book and open notes test--highlight pertinent information for student. | E. Take home tests. | F. Group test or pairs test. |
| G. Tests on tape. | H. Project in place of test. | I. Students make-up test questions. |
| J. Allow students to retake tests and give credit for improvement. |
RETRIEVAL
Modification #7 - Provide word banks with tests (A word bank is a collection of words relating to a topic. A word bank consists of words needed to file in the blanks on an assignment.)
*Examples:
| A. Color code words as to parts of speech (example: nouns in blue, verbs in red, etc.) | B. Reduce the number of words. Limit to five words or five sentences. | C. Eliminate ambiguous words that could fill in more than one bank. |
| D. For your lower level functioning students, include the first letter of correct word or include a word shape puzzle to aid in selecting correct word. | E. Instruct students in marking out used words. Teach process of elimination. | F. Review words prior to test. |
| G. Provide a rebus where applicable with word bank words. | H. Read questions aloud to students and have them answer to themselves prior to reading word bank. Teach using imagery and contextual clues. | I. If words are used more than once from the word bank, include the word the same number of times. |
RETRIEVAL
Modification #8 - Allow use of scribe (A scribe is a person that writes for another person.)
*Examples:
| A. Use uKWL charts with scribe--post in the classroom. | B. On essay tests, have the scribe write down student’s response. Give student a chance to organize material and the scribe rewrites it for clarity. | C. Utilize scribe for note taking--use NCR paper or make copy of student’s notes. |
| D. Have scribe record all answers on tests. | E. Use pictures, computer graphics, or other visual representations in place of written information. | F. Make copies of the teacher’s notes. |
uKWL: What I Know/What I Want to Know/What I Learned
RETRIEVAL
Modification #9 - Use visual and motor with oral presentations
*Examples:
| A. Use the computer to retrieve pictures, graphs, and other illustrations to accompany student produced presentations. | B. Use a taped oral presentation or student reports. This will be played while the student demonstrates. | C. Use plays with props, choral reading, singing and raps. Students illustrate concepts with student created posters, murals, etc. |
| D. Use video recorder to create a video to accompany student’s oral presentation. | E. Create student drawn slides with fine tipped permanent markers, clear contact paper, and slide frames. Put frames to music and add student narration. | F. Ask the student to construct models. |
| G. Ask the student to reenact events. | H. Ask students to illustrate abstract concepts using their bodies, objects, and pictures. |
RETRIEVAL
Modification #10 - Provide oral tests
*Examples:
| A. Have scribe write down student’s answers for him to refer to for future reference. | B. Give broad-based questions (example: "Tell me what you know about..."). | C. Allow students to use an external memory aid sheet. Write down vocabulary words or formulas for the test, and allow the student to bring them to the test. |
| D. Record test questions on tape. | E. Give group oral test. |
RETRIEVAL
Modification #11 - Provide extended time for response
*Examples:
| A. Alert student to questions prior to the test. | B. Break the test into small sections (example: matching one day, fill-in-the-blank another, etc.). | C. Give pre- and post-exams to determine progress. |
| D. Be consistent with the same test style throughout the year. | E. Give questions, etc. as a group work. Let students discuss and give responses as a group. | F. Provide uwait-time in discussion and question-and-answer periods so students can process information and sequence the answer. |
uWait-time: a longer than traditional time to elicit a response--at least 60 seconds (at the teacher’s discretion). The teacher should use this time to observe the student’s body language.
RETRIEVAL
Modification #12 - Give cues
*Examples:
| A. Make use of visual cues--poster charts, graphs, etc., in the classroom. Make desktop copies when applicable. Let students use cues for daily work and tests. | B. Provide study guides prior to tests. | C. Make use of acrostics, acronyms, and mnemonic devices as an aid to learning. |
| D. Use story maps and uword webs/maps to summarize concepts. | E. Use pictorial clues. | F. Read class materials orally. |
| G. Show photos. |
*Word Webs: use of word association skills with graphic representation. Example:
Apple
Fruit Citrus
Lemon
RETRIEVAL
Modification #13 - Provide time frames for assignments
*Examples:
| A. Use assignment folder agendas for writing down assignments. Have parents sign. | B. Post the due dates on the board and refer to them daily. | C. Break down assignments into shorter segments. Assign a due date to each segment. |
RETRIEVAL
Modification #14 - Have pupil repeat directions
*Examples:
| A. Give directions using concise, consistent vocabulary. | B. Have students repeat directions. Have the scribe write them down using the student’s language. | C. Provide choices within certain boundaries. (Example: Give six choices. The student then chooses two to do. Anything more is extra credit.) |
| D. Ask
students to reenact events. maps to summarize concepts. |
E. Ask students to draw pictures. | F. Limit the number of directions given at one time. Repeat instructions/provide more detailed directions. |
| G. Ask students to verbalize what they have learned. | H. Ask student to repeat each step aloud. |
RETRIEVAL
Modification #15 - Ask graduated questions
*Examples:
| A. Use Blooms Taxonomy to formulate questions. | B. Ask questions so that one links to another. | C. Use mapping and word webs to link concepts together. |
RETRIEVAL
Modification #16 - Eliminate timed tests
*Examples:
| A. Allow ample time for all assignments and tests. | B. Students with disabilities do not function well in a pressure situation. Test facts or concepts, not how fast one can accomplish a task. |
ORGANIZATION
Modification #1 - Provide graphic organizers
*Examples:
| A. Use webbing (example: story maps, flow charts) | B. Graph charts | C. Use icons or pictures to illustrate key topics |
| D. Cross reference pictures on tabs to match books and notes | E. Provide picture (photos) of finished product (example: how an organized desk should look) | F. Pair picture with vocabulary words--phase out as student becomes more focused on word |
| G. Cluster groups by attribute (example: names of generals under picture of soldier) | H. Mnemonic reminders on walls or desks (example: C.O.P.S.) | I. Cued strips at desk as needed (example: ABCs, number line, Touch Math) |
| J. Provide model or example of parts to whole | K. Ask students to illustrate abstract concepts using their own ideas, pictures, objects |
ORGANIZATION
Modification #2 - Post assignments
*Examples:
| A. Use post-it notes to individualize, give specific feedback | B. Use same routine, daily and weekly, on board to serve both as a reminder or planning aid | C. Individualized checklist for self monitoring |
| D. Homework assignment sheets | E. Break down tasks into steps and post them in the room or on individual steps | F. Use clocks or time frames to prioritize tasks and help manage activity |
| G. Give students list of topics for that day | H. Provide copy of calendar to teach long range planning | I. Review assignments periodically and ask student to repeat to verify understanding |
| J. Complete two or three steps and check before continuing on | K. Post materials list |
ORGANIZATION
Modification #3 - Write concise clear directions
*Examples:
| A. Simplify vocabulary and explanations | B. Shorten length of sentences | C. Break down instructions into simple steps |
| D. Ask students to repeat each step aloud | E. Provide a copy of your directions for students to follow as you speak | F. Provide peer tutor or buddy system to clarify directions as needed |
| G. Use webbing or flow chart | H. Summarize and review often | I. Use overhead projector when presenting directions |
| J. Number directions or list rather than present in a paragraph | K. On a long task or page, provide directions more than one time | L. Allow a tape recorder for directions |
ORGANIZATION
Modification #4 - Ask probing questions
*Examples:
| A. Provide wait time | B. Pre-teach critical vocabulary | C. Have student formulate own questions and use for class discussions |
| D. Pre-formulate questions to lead to exact conclusions | E. Use prompts to insure success | F. Ask students to elaborate |
| G. Ask one student to summarize what another student has said and allow for clarification | H. Provide copy of questions to be asked | I. Teach student specific strategies (example: Execute strategy--a. Preview, review predict; b. Ask and answer; c. Summarize and synthesize) |
| J. Work in co-op groups to answer printed questions |
ORGANIZATION
Modification #5 - Set daily routine
*Examples:
| A. Post schedule on walls in a manner consistent with students’ abilities | B. Post daily and weekly assignments | C. Review schedule orally at specific intervals |
| D. Use assignment sheets or notebook | E. Provide desk copy of routine | F. Brief students on key issues for the day |
| G. Alternate activities students enjoy a great deal with those they enjoy less | H. Post rules and review them often | I. Avoid unnecessary revisions in the schedule because they reduce students’ ability to predict when enjoyable activities will occur |
| J. Provide clear directions for changes in daily routine (example: assemblies, substitutes, etc.) | K. Establish routines for handing work in, heading papers, etc. | L. Use cues consistently when changing from one activity to another to assure smooth transition |
ORGANIZATION
Modification #6 - Color code folders/overhead/print
*Examples:
| A. Color code key issues or vocabulary (example: all vocabulary in green, definitions in pink, facts in yellow) | B. Code all answers to check-up questions and review in yellow--write page number for these next to the questions | C. Color code folders by subject |
| D. Highlight key facts in text in yellow | E. Use colored small post-it notes to correspond to key issues in the book | F. Be consistent with all materials and in all classes |
| G. Use color overlap to correspond with the subjects when giving notes, etc. | H. Attach color tabs to textbook edges to correspond to subjects (example: key issues, review) | I. Highlight most frequent words and new vocabulary |
| J. Color code place value |
ORGANIZATION
Modification #7 - Provide check-offs for activities
*Examples:
| A. Provide daily and homework assignment sheets | B. Teach self-regulation procedures | C. Use reciprocal peer revision strategies |
| D. Follow model/samples provided | E. Provide use in participative goal setting | F. Written and oral directions/explanations of assignments |
| G. Provide directions on the level of the student | H. Allow use of self-correcting materials |
ORGANIZATION
Modification #8 - Provide time frame for long term assignments with interim dates
*Examples:
| A. Break long assignments into smaller sequenced steps | B. Provide additional time to learn | C. Provide student with calendar of the assignment and the date due, provide student "agenda" |
| D. Work in cooperative groups to complete smaller assignments | E. Use peer tutor/buddy system to work on assignment | F. Provide frequent feedback for each completed step |
| G. Allow student to make a draft copy before completed assignment | H. Provide a checklist of the sequential steps | I. Allow student to use alternative assignments |
| J. Modify assignment and dates as needed | K. Use timers to allocate time |
ORGANIZATION
Modification #9 - Use small, sequential steps
*Examples:
| A. Simplify vocabulary and explanations | B. Keep your directions clear, precise and succinct | C. Break down instructions into simple steps |
| D. Provide wait-time in discussion and question-and-answer periods so that students can process information and sequence the answer | E. Prioritize steps | F. Provide models or completed steps and completed project |
| G. Modify number of steps for child to do with teacher providing completed model |
ORGANIZATION
Modification #11 - Reduce visual distractions
*Examples:
| Provide study carrels | Use room dividers | Provide headsets to muffle noise |
| A. Seat the student away from doors/windows | B. Seat student near the model | C. Rearrange student groups |
| D. Highlight relevant words/features | E. Use overhead as models, directions, notes, etc. | F. Change far-point to near-point material for copying or review |
| G. Provide copies of key information, directions, etc. | H. Provide black lined paper rather than ditto | I. Reduce environmental distractions |
ORGANIZATION
Modification #12 - Use study guides
*Examples:
| A. Provide critical vocabulary list for content material | B. Provide essential fact list | C. Provide discussion questions before reading |
| D. Use key direction words | E. Use partially completed notes | F. Provide mnemonic devices |
| G. Use graph paper (for place value) and arrows to indicate direction; asking the student to explain the problem and estimate the answer | H. Use self-correcting materials | I. Provide peer-tutor/buddy system for note taking (example: use of carbon paper or NCR paper) |
| J. Allow computer software for guided practice | K. Use game material for studying | L. Use cooperative grouping |
ORGANIZATION
Modification #13 - Modify format
*Examples:
| A. Do every other problem | B. Reduce work load | C. Break down assignments into short segments. Assign a due date per assignment. |
| D. Change response format (example: from verbal to physical; from saying to pointing) | E. Provide functional tasks | F. Provide additional examples |
| G. Use rebus (pictured) directions | H. Highlight relevant words/features | I. Provide sequential directions (first, second, etc.) |
| J. Provide more practice trials | K. Increase allotted time | L. Provide error drill |
| M. Increase reinforcement frequency | N. Tape record student responses | O. Have a scribe write notes |
| P. Choose which type of question to ask a particular student so that the student has a good chance of answering the question successfully. | Q. Modify the demands of the class as necessary. | R. Modify assignments as needed (example: limiting spelling requirements, varying length, or limiting items) |
ORGANIZATION
Modification #14 - Use advance organizers
*Examples:
| A. Circle math computation sign | B. Provide content/lecture structure | C. Provide a copy of your notes for students to follow as you speak. |
| D. Provide daily/weekly assignment sheet. | E. Give students a list of the topics for that day. | F. Devise semantic maps. |
| G. Create graphic organizers. | H. Outline notes and key sections of the text to emphasize main ideas. | I. Provide study questions. |
| J. Provide a sample of completed project. | K. Use verbal cuing strategies to alert students to key ideas. |
ORGANIZATION
Modification #15 - Provide abundant models, samples
*Examples:
| A. Make samples of each completed step in the process of getting to the end of the product. | B. Make samples of end products to serve as models. | C. When assigning an assignment, have samples of the end products that the students can use as a guide. |
| D. Choral reading--to provide a model of written information | E. Use overhead and/or board to model processes. | F. Provide models across content areas. |
| G. Provide more than one example for review and test. | H. Talk through the thinking process as to how a problem is solved so that students can learn how to problem-solve. |
EXPRESSION
Modification #1 - Allow pupil to write on test
*Examples:
| A. Copy test to enable students to circle correct answers. | B. Enlarge test if print is small. | C. Put flow chart at top of page of directions/steps required to solve problems on. |
| D. Break tests into smaller segments. Example: 20 multiple choice test is broken into four smaller sections. | E. Illustrate concepts through pictures rather than writing meanings. Verbalize meanings to teacher, aide, or peer. | F. Math tests need to be large enough to work directly on test. Provide graphic aids and columns to organize numbers neatly. |
| G. Provide scratch paper if needed. | H. Give students high lighter or colored marker to indicate final answers. | I. Instead
of traditional spelling tests, have students choose
correct spelling from three choices. Example: Don’t
_________ at your sister! a.) shot b.) shoute c.) shout |
EXPRESSION
Modification #2 - Allow pupil to tape record answers
*Examples:
| A. Student has written copy of test and teacher reads questions on tape as well. Student replies and answer is recorded. A good addition to this would be a recorder for the student who posts all answers on chart paper. If student becomes stumped on a question, the recorder reads previous answer. | B. Use Language Master with double-sided tape cards. Students listen to the Language Master. | C. Record students retelling a story (summary). Have class listen for differences and add to story. |
| D. Use of tape recorder to spell words rather than the traditional test with dictation. | E. Instead of written report, let child tape record a report. | F. The teacher can prepare cards or tape on which answers are provided so that the material is self-checking. |
EXPRESSION
Modification #3 - Allow open book tests
*Examples:
| A. Test questions need to be in the same order as text material. | B. Highlight pertinent subtopics, information and vocabulary for reference. | C. Prior to test, write the main idea of each subtopic. Students use written subtopics with main idea as a reference point. |
| D. Color code vocabulary, definitions, and important facts in different colors. | E. Give page numbers beside questions. | F. Provide students with examples of test format beforehand. |
| G. Allow unlimited time. | H. Allow student to re-test or grade on improvement. | I. Allow students to use tapes with advanced organizers. |
| J. Allow students to take tests with small groups or in pairs. | K. Allow use of graphs, charts, and maps on tests. |
EXPRESSION
Modification #4 - Present tests in different formats
*Examples:
| A. Test print needs to be large, clear and well spaced. | B. Ample white space should be evident. | C. Flow of tests needs to be logical and sequential. |
| D. Block matching questions. | E. Avoid: Overcrowding; Handwritten or poorly typed materials; Single-spaced typing; Small or indefinite answer areas; Confusing diagrams; Overly detailed maps; Too many different activities on a page; Lack of examples; Lengthy or unclear instructions; Visual distractions; Transferring - on the same page or to another page. | F. Avoid excessive use of "fillers" and negatives such as: all of the above, none of the above, or all except. |
| G. Use shorter sentences, reduce readability level of questions. | H. Test what was actually presented. | I. Measure content mastery and not reading ability. |
| J. Begin with easy questions and move on to more difficult questions. | K. Be consistent with the same test style throughout the year. | L. Arrange answer choices vertically on the page. |
| M. Allow students to circle correct answer on test. | N. Provide enough information in the question to facilitate recall. | O. Provide word banks for test and list a word as many times as it is used in the bank. |
| P. Be sure students know the meaning of clue words, such as compare and contrast, etc. | Q. Allow students to omit or choose between essay questions. | R. Provide alternatives to answering written essay questions. |
EXPRESSION
Modification #5 - Alternatives to written and spoken expression
*Examples:
| A. Use a recorder to write down students’ responses. Student gains affirmation of material he has verbalized. | B. Provide copy of written questions ahead of time. | C. Read class materials orally. |
| D. Allow oral responses to questions. | E. Incorporate several modalities by using visual, auditory and kinesthetic techniques in lessons. | F. Construct models, projects. |
| G. Verbalize what they’ve learned. | H. Show photos, make posters, models, etc. | I. Ask pupils to re-enact events (use skits). |
| J. Use hands-on activities, manipulatives. | K. Use sign language or technological aids such as Braille for spoken or written language. | L. On site activities |
EXPRESSION
Modification #6 - Provide story element training
*Examples:
| A. Use semantics and story graphing to make elements visual. | B. Verbalize story elements as you draw visual clues. | C. Use
close activity paragraph to describe characters, setting,
and plot. Our story is about ____________. ______________ is important because _________ and _________. |
| D. Use art illustrations and graphs for projects. (Project Read is a good source.) |
EXPRESSION
Modification #7 - Coach letter and number formation
*Examples:
| A. Give verbal cues as to directionality - "a" - around, down, close, monkey tail. | B. Use sky writing. | C. The student uses large, wipe off boards/markers, sand, shaving cream, wipe off slates. |
| D. The student walks on letters and verbalizes letter as they walk it. | E. Use of computers or word processors. | F. Color code the beginning, ending and directionality of letters/numbers. |
| G. Create box letters to train shape recognition of letters. | H. The student uses appropriate size lined paper for child’s developmental age, not chronological age/grade. | I. Use raised line paper or taped (use masking tape on board and have student write between the lines) lines. |
EXPRESSION
Modification #8 - Use collaborative practice
*Examples:
| A. The student uses a peer tutor to repeat directions, steps involved in problem solving, and summarizing materials. | B. Students work together on joint assignments. | C. The student is offered a chance for supervised practice. |
| D. Peer tutors need to be encouraged to go beyond the academic setting. Eating lunch together, going to recess, meeting buses, and "hanging out" will enhance the relationship with special needs students. |
EXPRESSION
Modification #9 - Color base on writing paper
*Examples:
| A. Use various cues to indicate beginning and ending points (color base paper, color dots, checks, etc). | B. The students use paper spaces to create margins and spacing guides for neater, more legible papers. | C. Use cues to indicate beginnings, endings, and paragraphs (stickers, stars, color dots, etc.). |
| D. Highlight operations, key words, place value. | E. Highlight or color code handwriting paper. | F. Use colored glue to make raised lines for handwriting. |
EXPRESSION
Modification #10 - Decrease amount/type of homework
*Examples:
| A. The
student is not locked into conventional means of doing
homework. Classroom strategies and tools can be utilized
to do homework as well. Examples: 1. Tape recorder 2. Joint assignments 3. Alternative ways to express ideas: projects, posters, models, artwork. |
B. Differentiate homework assignment. | C. Use homework only as a means to practice a skill already learned. |
| D. Student should have all supplemental and supportive aides needed for doing the homework. |
EXPRESSION
Modification #11 - Allow special pens/paper/pencils for written work
*Examples:
| The
student is allowed to use whatever paper/pencil/pen that
allows him to express himself with written language. 1. Paper/line size 2. Pencil size/pencil grip 3. Type of pen/varying colors 4. Raised line paper 5. Word processor/computer 6. Colored paper |
EXPRESSION
Modification #12 - Eliminate bubble answer sheets
*Examples:
| A. Tests are copied and students can write directly on test, answers can be transferred to bubble sheets if necessary. | B. Use other testing formats other than conventional written forms. | C. Build objectivity into testing process so that fairness is not questioned. |
EXPRESSION
Modification #13 - Allow use of a calculator
*Examples:
| A. Calculators are used for checking problems. | B. Correct usage of calculators is taught. | C. Post calculator usage rules on index card for pupil to refer to. |
| D. Use talking calculators. | E. Use overhead calculator. |
EXPRESSION
Modification #14 - Allow use of notes/cards
*Examples:
| A. Students are allowed to use notes/cards on tests. | B. Teacher highlights important facts for students to focus on. | C. Flash cards for vocabulary definitions and important facts. |
| D. Use notes/cards as a reference guide when giving information. | E. When giving an oral presentation allow use of notes/cards. |
EXPRESSION
Modification #15 - Align test responses vertically
*Examples:
| A. Test numbers need to progress vertically rather than horizontally. | B. Form should be consistent throughout tests. | C. Students are given an informal inventory on how their eyes track. Call out four related words -- apple, banana, orange, lemon. Ask students how they visualize the words. Tests can be arranged in order by how students visualized the words. |
EXPRESSION
Modification #16 - Emphasize written legibility
*Examples:
| A. Students are encouraged to develop a handwriting style suited to their disability. One particular style is not preferential. | B. Allow word process/computer or special pens/pencils/paper to help pupil with handwriting problems/difficulties. |
EXPRESSION
Modification #17 - Allow skipping every other line
*Examples:
| A. Double space when typing. | B. Skip lines between items, words, etc. | C. Use wide ruled paper instead of small college ruled paper when needed. |
EXPRESSION
Modification #18 - Accept computer generated projects
*Examples:
| Utilize
other forms of written expression other than handwritten. A. Computer B. Word processor C. Typewriter |
EXPRESSION
Modification #19 - Allow a scribe to write for pupil
*Examples:
| You may
utilize A. Peer helpers B. Buddy system C. Cooperative grouping D. Pupil talks into the tape recorder and the scribe writes what the pupil says. |
EXPRESSION
Modification #20 - Shorter assignments based on key concepts
*Examples:
| A. Break assignments down into smaller segments based on key concepts. | B. Identify the key concepts and identify assignments under each concept. |
ASSESSMENT
Modification #1 - Alternative assessment topics
*Examples:
| A. Interviews | B. Skits | C. Bulletin boards (allow students to make the bulletin boards) |
| D. Debates | E. Newspaper articles | F. Oral presentations |
| G. Exhibits | H. Overhead transparencies | I. Charts and graphs |
| J. Notebooks | K. Scrapbooks | L. Art work |
| M. Research projects | N. Models | O. Posters |
| P. Panels |
ASSESSMENT
Modification #2 - Testing formats
*Examples:
| A. Open book test | B. Take home test | C. Group test |
| D. Test on tape | E. Project in place of test | F. Students make up the test questions |
| G. Oral exams (example: allow students with processing deficits to dictate their answers) | H. Arrange for tests to be read to students with vision problems or those with language deficits. | I. Arrange easier questions first. |
| J. Arrange answer choices vertically on the page. | K. Allow use of memory aids and references (example: allow students to use index cards to write down vocabulary words or formulas for the test). Word banks on test | L. Reduce the number of questions or problems on the test. |
| M. Restrict the number of choices--3 choices are better than 5 for special students. | N. Avoid negative statements in the stem (example: Which of the follow is not an example...); avoid trivial statements. | O. Allow students to mark their answers on the test (example: allow students to circle their choice). |
| P. Keep the stem as short and concise as possible with long items always in left column for matching. | Q. Use pictures, graphs, or diagrams to make questions accessible in more than one way. | R. Accept a demonstration or oral explanation in place of written answers. |
ASSESSMENT
Modification #2 - Testing formats continued...
*Examples:
| A. Place all matching items and choice selections on the same page, us small groups of matching questions (limit 5), have only one correct answer for each item to eliminate guessing. | B. Blank size should match the response. Provide enough information in the question to facilitate recall, provide word banks. Place the word in the bank as many times as it is used. | C. Allow students to omit or choose between easy questions. |
| D. Provide alternatives to answering written essay questions. | E. Adjust readability level of questions to match students’ reading level. | F. Type the test in clear dark ink. |
| G. Each section should have its own directions. | H. Terms in the directions should be terms used in instruction. | I. Provide an example. |
| J. Sentence structure must be simple and brief. | K. Highlight key words in questions. | L. Use lots of white space surrounding questions and answers. |
| M. Put multiple choice in a vertical format. | N. Avoid choices such as "none of the above" or "A & D." | O. Label columns. |
ASSESSMENT
Modification #3 - Scoring and administering tests
*Examples:
| A. Change from the percentage correct to a trials-to-criterion model of achievement. | B. Measure achievement at later, rather than earlier, stages of acquisition to give the student more time to acquire information. | C. Vary requirements for correct spelling. |
| D. Provide the opportunity for a few extra credit points. | E. Mark the number of items correct at the top of the paper instead of the number wrong. | F. Provide partial credit for various correct steps in a problem-solving process. |
| G. Correct tests immediately and spend time on re-teaching. Students who do not need this can be given enrichment activities. | H. Give students the opportunity to critique their own work, based on the teacher’s established criteria, before they hand in their work. | I. Allow students to grade their own tests immediately upon completion. The teacher sets up an area with an answer key and marking pens in the classroom. The teacher does final scoring. |
ASSESSMENT
Modification #4 - Grading
*Examples:
| A. Use a point system for all grades. Allow students to keep their own grade sheet so they can see their points as the term progresses. | B. Vary the grading system; grade on items other than tests (example: homework, effort, class discussion, special projects). | C. Use a grade contract at the beginning of the semester so that students know how many points are needed for an "A," "B," etc. |
| D. Make certain all teachers involved in the grading process are familiar with the stipulations in the contract. | E. Shared grading -- two or more teachers determine a student’s grades. | F. Pass/Fail system -- broad based criteria are established for passing and failing. |
| G. Point system -- points are assigned to activities or assignments that add up to the term grade. | H. Portfolio evaluation -- a cumulative portfolio is maintained for each student’s work, demonstrating achievements in key skill areas from kindergarten to grade 12. | I. Rather than base the student’s progress on a bell curve, base the student’s progress on pre and post tests. |
| J. Give points for problems worked on "scratch" paper. |
Resources
The following resources were used to compile the data and information in the development of this instrument: