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
