Running head: MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

Tracking Accommodations

Johnny Hughes

May 27, 2016

Capella University
MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

Students and Accommodations

1. Identify current classroom accommodations for students with disabilities.

The school refereed to in this essay is a small public charter school. Compared to

neighboring main-stream schools, there are strikingly few students requiring

accommodations for disabilities or other learning difficulties. There are 44 students in the

two classes I teach at the school (all 5th grade), and out of those, only four of them require

mild accommodations.

For those accommodations, the classroom has the following setup:

 Seating to the side of the room for students requiring extended time on assignments or

for space away for other students.

 Reserved seating near the teacher.

 Timers to ensure students get the allowed 200% more time on tests or quizzes per the

accommodation plan.

 Dark colored paper for covering sections of assignments. This is referred to as

“chunking” in the accommodation plans.

 Sound dampening headphones to minimize distractions. Note: this is not listed in any

current accommodations this year, but these are available to all students since this is a

common requirement in IEP and 504 plans.

MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

2. Develop ideas for accommodations, including technology that may be effectively

implemented now or in the future.

Accommodations ideas that may be used in the future would be affected and dictated by

the various disabilities of future students. These would range from minor things such as

sound-dampening headphones to more involved accommodation requirements such as books

on mp3 audio for students with vision problems or special future or seating.

The use of stations for students with disabilities may be counter-productive to students as

it could make them feel isolated from the student population or “different” from others.

Common technology such as Android-based tablets (such as the inexpensive Kindle Fire)

could be used at the students' desks for individuals needing audio textbooks. This could also

be used for students who have trouble using their hands for turning pages in books.

3. Develop a plan to implement accommodations, detailing a specific change that could

be monitored for results.

As previously written, these students require very minimal and easy modifications to

their environment and curriculum. Of the four students requiring accommodations or

modifications, one is present in the classroom before lunch (first half of the day), and the

other three are in the classroom after lunch (second half of the day). A simple checklist on a

clipboard would suffice to ensure their accommodations are being met.

MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

Accommodation Chart

Student AA:

Accommodations Implemented To be Completed Ideas for Future

Accommodations

 Small group setting for  Yes. Ensure timers Give the student

quizzes and tests and proper assignments, quizzes,

seating are and tests early in the

 Multiple or frequent
 Yes.
available. day before the student
breaks
gets overly tired.
 Extended time for
 Yes.
assignments, quizzes, and

tests

 Yes.
 Preferential seating

Student BB:

Accommodations Implemented To be Completed Ideas for Future

Accommodations

 200% more time for  Yes. Ensure timers Record the questions

quizzes, tests, and and proper onto an audio mp3 for

 Yes.
assignments seating are for use on a tablet. The
 Yes.
available. student could wear
 Small group setting for
 Yes. headphones and take
quizzes and tests

 Yes the orally administered

MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

 Preferential seating Administer the test without disturbing

test orally to this the rest of the class.

 Chunking of assignments
student.
into smaller parts

 Oral administration of Give the student

assignments that do not assignments, quizzes,

asses reading (S.S. & and tests early in the

science) day so the student

would not feel rushed.

Student CC:

Accommodations Implemented To be Completed Accommodations

 Small group setting for  Yes. Ensure timers Give the student

quizzes and tests and proper assignments, quizzes,

seating are and tests early in the

 Multiple or frequent
 Yes.
available. day before the student
breaks
gets overly tired.
 Extended time for
 Yes.
assignments, quizzes, and

tests

 Yes.
 Preferential seating
MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

Student DD:

Accommodations Implemented To be Completed Accommodations

 Extended time for  Yes. Ensure timers Give the student

assignments, tests, and and proper assignments, quizzes,

 Yes.
quizzes up to 2 days seating are and tests early in the
 Yes.
available. day so the student
 Chunking of assignments
would not feel rushed.
so that it is not

overwhelming to him Give longer

assignments on a
 Seated near a teacher to
Friday so the student
lessen distractions
can have the weekend

to complete.

4. Develop a plan for evaluating the effectiveness of accommodations after they have

been implemented.

Progress Tracker and/or Improvement Plan will be checked and updated on a regular

basis. The Individuals with Disabilities Education Act, 2004 (IDEA) lists parents as members

of a special education team that assists the students in a succesful eduation (South Carolina

Department of Disabilities and Special Needs , 2012). Ongoing communication with the

parent and with the school's IEP/504 officer will occur.

MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

5. Create an evaluation plan that details the efficacy of the approach taken in

implementing the accommodations.

The school's IEP/504 officer will work with the teacher to create a rubric and checklist

detailing possible gains for the student with the accommodations in mind. That rubric and

checklist will be updated and referenced appropriately throughout the school year and

factored in during future learning plan updates administered by the appropriate staff.
MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

References

South Carolina Department of Disabilities and Special Needs (2012). The Parent Guide to

Special Education Services In South Carolina. South Carolina Department of Education.

Retrieved from https://ed.sc.gov/scdoe/assets/file/programs-

services/173/documents/ParentGuideNov12.pdf
MINI-INTERVENTION 2: TRACKING ACCOMMODATIONS

Peer-Feedback Form

Ask a fellow peer to provide feedback on what you have written. They should check off the box
next to each question, and write a brief comment that will improve their work.

Peer reviewer: Sharon Birchmore Date: 5-27-17

Trait on which to provide feedback Yes No Comments

x
Identifies current classroom
accommodations for students with
disabilities.
x
Develops ideas for accommodations,
including technology that may be
effectively implemented now or in the
future.
x
Develops a plan to implement
accommodations, detailing a specific
change that could be monitored for
results.
x
Develops a plan for evaluating the
effectiveness of accommodations after
they have been implemented.
Creates an evaluation plan that details x
the efficacy of the approach taken in
implementing the accommodations.
Is critical thinking evident? x
Is the writing clear and concise? x
Do word usage errors occur? x
Do grammatical errors occur? x
Do mechanical error occur? x
(Punctuation, capitalization, et cetera).
Is APA 6th edition used correctly? x