by Sarah Elsbernd, Special Education Facilitator Accommodations and modifications. We hear these terms at IEP and 504 meetings often. Sometimes these words are used interchangeably, but it is important to know there is a difference. ACCOMMODATIONS Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction and assessments for students with disabilities. Accommodations do not reduce learning expectations. Accommodations provide students with access to the general curriculum and assessments. Accommodations allow barriers to be removed. They are like using glasses. Not everyone needs or wears glasses, but those that do see things more clearly. MODIFICATIONS Modifications change, lower, or reduce learning expectations. Reduced learning expectations increase the chance for students to further increase the learning gap from where they currently function from where they should be performing on grade level. Modifications may mean the student does not receive a grade like other students in the class. Instead, they may take the class as a pass/fail or as an audit. It is appropriate to offer students material on their ability level, (especially when they are performing several grade levels below) to ensure opportunities for success and eliminate feelings of failure. It is important to provide access to grade level curriculum and materials on ability level so a student has twice as much exposure to subject area material of demonstrated weakness. IT TAKES A VILLAGE... Providing accommodations and modifications are the responsibility of everyone who works with a student. Many accommodations or modifications need to be created or thought of on the spot. If a student has a 504 plan or IEP, you should have an idea of what might be needed to adjust your lesson plans or assignments/tests. Be sure to provide those accommodations and modifications. If you are unsure of how to implement these, talk with the student’s special education teacher or the 504 coordinator in your building. I have heard from teachers, “I don’t know what the student’s accommodations are.” or “I have not seen the student’s IEP/504 plan.” Remembering that it is the responsibility of everyone who works with a student to provide modifications and accommodations, there are a couple things you can do if you find yourself feeling like this:
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The Trauma Informed Care Corner By Dana Bockman, Facilitator of Instruction and Assessment I’ve heard it called Safe Space, Peace Corner, Calming Corner, Relax and Return Room, Calm Down Corner, Quiet Zone, Mindfulness Corner, and Think Space. No matter what you call it, having a Trauma Informed Care Corner or room should be considered an essential space within our buildings in our efforts to support the social emotional needs of our students. I wonder how many times I have been frustrated or upset and have chosen to go for a walk outside, move to another room, or go for a drive. As adults, we often remove ourselves from a situation that causes us anger or frustration or we may need a little alone time when we are hurting. That option rarely presents itself to our students in the school setting. They may not have the option to self-regulate their own emotions by taking a break away from others. In the elementary classroom it is easy to create this space, a quiet area of the classroom that is furnished with items to help sooth and calm and de-escalate. It might include comfy seating, pillows or stuffed animals, a journal to write in or paper for drawing, stress balls, headphones and soothing music, or posters with tips and breathing exercises. Often a timer is available and students have been instructed to set it for two, five or ten minutes; time to calm down and then return to the group. The student is not leaving the classroom, so teachers are still able to supervise and know where their student is, but the student is still able to “get away” for a moment. Not only can this bring relief to the child and allow a classroom to continue working, but it teaches students self-regulation skills. Students are learning more advanced academic skills at an earlier age than years ago. They are completing work all day long, and sometimes they need a break on their own. As they learn how they are being triggered and recognize their emotions, they can take action. Having a care corner normalizes self-care and removes any stigma. How can this look at a middle school or high school level though? At this level, having a care corner in each classroom is not the ideal safe space for students. Having one common space within the building is more realistic. Is there a space in this buildings that might be used in this way? When choosing a space consider the following:
Once the space is chosen, organizing it is also important. There must be a place for students to sit. Comfortable options are more soothing for students than a desk or table and chair, such as a bean bag seat, large pillow, or soft, shag carpet. Meaningful posters might line the walls. For instance, you might include posters offering breathing techniques, suggestions for handling problems, or a way to rate their problem. Low lighting may want to be used. Next, include other items to help students control their emotions, such as stress balls, paper and crayons, Play-Doh, a weighted blanket, or other sensory items. Having headphones available with soothing music might be included. You know your students. What might they want or need in that space? Now that your space is organized, be sure to establish expectations for its use so it does not become a way to avoid class work and activities. Set time limits and teach students how to utilize calming strategies while in the space. This might include a feelings check, breathing techniques, meditation, journaling, coloring, or other calming activities. What do you include in your care corner? What are your care corner expectations?Tyler Wedemeier, Sara Peterson, Denise Cook, Stacy Knight When it comes to science, the 4th grade team has a wealth of experience all at different levels. A common question they had was, "What does 4th grade science look like?" Sara Peterson had that question in her mind this summer when she ran into Birgitta Meade (former North Winn science teacher, Luther Adjunct Professor, NBC Teacher, Winneshiek County Conservation Education Liaison).
“I ran into Birgitta at a potluck and as we talked about my new fourth grade position and my nervous excitement about 4th grade curriculum, she asked how she could help. I told her that I was unsure about teaching the unit on energy, “ commented Sara. “One month later Birgitta called me with a plan.” What started out as a single class participating, quickly turned in to the whole 4th grade jumping on board. Birgitta was able to take the 4th grade "Energy" standards and bundle them into seven lessons which she taught to each class. "Birgitta is a true master of science instruction. I have had the pleasure to learn from her as a Luther student, observe her teach at North Winn, and collaborate with her in her new role with the Winneshiek County Conservation. Her knowledge of the standards and student engagement is inspiring," said Tyler Wedemeier, Student Centered Instructional Coach. During the unit, students and teachers were engaged in a science routine of hands-on activities and group discussion. "The students in the my class enjoyed having the hands on tools and the multipurpose room to use when making their own turbine designs. Some were very surprised at the results," said 4th grade teacher, Stacy Knight. "It was so refreshing to watch Ms. Meade teach and share her knowledge about electricity with the 4th graders. My students were so excited to see her each session, and her precise directions and enthusiasm encouraged my students to 'dive' into the trial and error investigations. In a true pinnacle of the unit, 4th grade students were able to get a guided tour of Luther College's wind turbine from Emily Neal, Assistant Director of the Center for Sustainable Communities. On the last day of the unit, Ms. Meade was showered with cards, hugs, and accolades. Each and every card reading, "Thank you! Science is the best!" If you are interested in working with Winneshiek County Conservation, email: [email protected] By Liz Fox, DHS Collaborative Teacher and ELA Teacher When I heard about the 1619 Project this summer, I knew it would be worth looking into because on so many levels it met goals I had for my students. When Zach Fromm agreed to be my coach as I navigated these uncharted waters, I was pleasantly surprised at the number of unexpected benefits that arose from our partnership. Here they are, in no particular order:
10. Zach provided important social studies content to help my students understand the context of race in ways far better than I ever could. 9. I learned how to make my Canvas more user-friendly by watching Zach help me set up my modules. 8. I gained street cred with my students because they LOVED having Mr. Fromm in my classroom. My current juniors are the first group of 7th graders that he worked with in Decorah, and the mutual respect was palpable. 7. I could focus on my teaching while Zach completed tasks such as scheduling a tour of the Race Exhibit at Luther and securing transportation. 6. The energy and enthusiasm Zach brought to my classroom buoyed me during times I felt overwhelmed and tired. 5. While watching Zach process the information he collected from a Google survey he created, I swear I felt like I was watching a magic show. His technology skills are on point! 4. Zach was able to teach a lesson to my students at a time I had to be away from my classroom - zero time lost in the structure of the project. 3. Zach combed through the hundred page 1619 Project document and created categories for our 11th grade students to study. Then he continued to find more material for them to process as they discussed and prepared their presentations. 2. Zach filmed each presentation and assisted in the debrief, helping to deepen the students’ understanding of the material and its significance in today’s world. 1. Collaboration: Zach encouraged an English/Social Study collaboration with Mark Rhodes which has spread to a collaboration with all US History teachers at DHS. In addition, Zach was instrumental in coordinating a collaboration with our juniors and the 3rd graders, resulting in Mrs. Sheppard writing a grant for us to continue our work second semester! For years I have benefited greatly from the assistance of our awesome coaching staff; we are so fortunate to have such helpful professionals guiding us to become better together. |
AuthorsDCSD Teachers, Instructional Coaches, Learner Advocate, and Collaborative Teachers Archives
April 2024
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