Students will create DBQ and/or DBQ packets Mid-Term/Final Exams Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Presentation accommodations allow a student to: Listen to audio recordings instead of reading text Learn content from audio books, movies, videos and digital media instead of reading print versions Work with fewer items per page or line and/or materials in a larger print size Have a designated reader Hear instructions orally Record a lesson, instead of taking notes Have another student share class notes with him Be given an outline of a lesson Use visual presentations of verbal material, such as word webs and visual organizers Be given a written list of instructions Response accommodations allow a student to: Give responses in a form (oral or for him written) that’s easier Dictate answers to a scribe Capture responses on an audio recorder Use a spelling dictionary or electronic spell-checker Use a word processor to type notes or give responses in class Setting accommodations allow a student to: Work or take a test in a different setting, such as a quiet room with few distractions Sit where he learns best (for example, near the teacher) Use special lighting or acoustics Take a test in small group setting Use sensory tools such as an exercise band that can be looped around a can kick chair’s legs (so fidgety kids it and quietly get their energy out) Timing accommodations allow a student to: Take more time to complete a task or a test Have extra time to process oral information and directions Take frequent breaks, such as after completing a task Scheduling accommodations allow a student to: Take more time to complete a project Take a test in several timed sessions or over several days Take sections of a test in a different order Take a test at a specific time of day Organization skills accommodations allow a student to: Use an alarm to help with time management Mark texts with a highlighter Have help coordinating assignments in a book or planner Receive study skills instruction Assignment modifications allow a student to: Complete fewer or different homework problems than peers Write shorter papers Answer fewer or different test questions Create alternate projects or assignments allow a student to: Curriculum modifications
Students will create DBQ and/or DBQ packets Mid-Term/Final Exams Modifications (ELLs, Special Education, Gifted and Talented) Follow all IEP modifications/504 plan Teacher tutoring Peer tutoring Cooperative learning groups Modified assignments Differentiated instruction Presentation accommodations allow a student to: Listen to audio recordings instead of reading text Learn content from audio books, movies, videos and digital media instead of reading print versions Work with fewer items per page or line and/or materials in a larger print size Have a designated reader Hear instructions orally Record a lesson, instead of taking notes Have another student share class notes with him Be given an outline of a lesson Use visual presentations of verbal material, such as word webs and visual organizers Be given a written list of instructions Response accommodations allow a student to: Give responses in a form (oral or written) that’s easier for him Dictate answers to a scribe Capture responses on an audio recorder Use a spelling dictionary or electronic spell-checker Use a word processor to type notes or give responses in class Setting accommodations allow a student to: Work or take a test in a different setting, such as a quiet room with few distractions Sit where he learns best (for example, near the teacher) Use special lighting or acoustics Take a test in small group setting Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out) Timing accommodations allow a student to: Take more time to complete a task or a test Have extra time to process oral information and directions Take frequent breaks, such as after completing a task Scheduling accommodations allow a student to: Take more time to complete a project Take a test in several timed sessions or over several days Take sections of a test in a different order Take a test at a specific time of day Organization skills accommodations allow a student to: Use an alarm to help with time management Mark texts with a highlighter Have help coordinating assignments in a book or planner Receive study skills instruction Assignment modifications allow a student to: Complete fewer or different homework problems than peers Write shorter papers Answer fewer or different test questions Create alternate projects or assignments Curriculum modifications allow a student to: