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Which step has been most difficult to date and why? What are some ideas for improving this step?

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How are you ensuring that the annual goal is observable and measurable?

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How do you collaborate with general education teachers to gather data for annual goal development?

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Why would identifying a strategy as an accommodation or modification depend upon its intent and impact on the integrity of the standard?

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Why should we not wait until students have mastered basic skills before introducing or working on more challenging standards?

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How are you ensuring the conditins are present to collect data for the goal?

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The gap for that student will widen and create further challenges with accessing grade level curriculum

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We should not wait because the gap will get wider if we wait.

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So that we aren't simply listing out accommodations or modifications but are targeting them to the actual needs of the students and what they need to be successful with grade level curriculum. Accommodations address the how while modifications changes the what.

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Accommodations support the standard (learning just similes and metaphors). Modifications change what the students are learning such as away decoding and only focusing on comprehnsion

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With/Without accommodations

Students are in gen ed with inclusion/co-teach supports

modifications-

resource setting

prerequisite-

life skills

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Accommodations: IEP does not significantly change the complexity of the curriculum

Modifications: IEP alters the complexity of the curriculum

Prerequisites: student accesses and participates in the grade-level standards through instruction at a prerequisite skill level with individualized supports and materials

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What are the long-term implications of a student accessing the curriculum through modifications or pre-requisite skills?

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What processes are in place to ensure decisions about accommodations and/or modifications made by the ARD committee are communicated to all staff who work with the student?

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How are you documenting the implementation of accommodations?

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Review the Considering Breadth and Depth of Enrolled Grade-Level Curriculum handout. Describe a student accessing the curriculum:

with or without accommodations,

through modifications,

through prerequisite skills.