In This Issue:
How To Determine the Criteria for Accommodations and Modifications
&
How To Compose Letters to Staff and Parents
Introduction
This How to Series provides a worksheet to help you determine which criteria to use to make recommendations for accommodations and recommendations. These recommendations are usually made at the initial meeting where the child is first classified or at Annual Review meetings.
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1. Flexible Scheduling
a) Extended Time 1. Slow Processing Speed or
2. Slow Psycho-Motor Speed or
3. Severe Anxiety
2. Flexible Setting
a) Separate location with minimal distractions 1-Students with serious Attentional Difficulties or
2- Students who are easily distracted and have difficulty remaining on task due to processing difficulties, anxiety, etc.
3-Revised Test Format
a) Modifications of test document 1- Students with Visuo-Perceptualprocessing deficits who would have difficulty transferring answers onto a machine scorable booklet or sheet
4. Revised Test Directions
a) Directions and/or test read 1-Students who have documentedreading comprehension skills below 25thpercentile on standardized tests or
b) Simplify language in directions 2- Documented language processing deficits or
3-Significant receptive language weaknesses
5. Use of Aids
a) Questions read 1- Students with documented reading comprehension skills below 25th percentile on standardized tests
2-Students with severe memory deficits
6. Use of Aids to Record Responses
a) Use of a calculator/arithmetic tables (for higher level math 1-Students with documented problem solving basic computation skills below 25th percentile on standardized tests
or
2-Students with severe memory deficits
b) Use of a word processor 1- Documented grapho-motor deficits
or
2- Documented written language deficits significantly below current grade level
c) Opportunity to record answers in any manner 1. Documented grapho-motor deficits
or
2-Documented written language deficits significantly below current grade level
d) Spelling discounted 1-Students with documented spelling skills below 25thpercentile on standardized tests
2-50% discrepancy between aptitude and spelling achievement score on standardized tests
*Criteria – Use of the following criteria taking into account student cognitive ability and teacher judgment.
Introduction
There will be times when you will need to compose letters for meetings or initial contact with staff and parents. This How to Series provides examples of letters that you can use if you need to set up a meeting, introduce yourself, or provide parents with information.
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I-From a New Teacher
Dear
I would like to take this opportunity to introduce myself as your child’s new (Resource Room, Inclusion, Special Class) teacher for the coming school year. My name is ____________and I am very excited about being at the ____________School. My background includes___________________________. I was hired this year to teach this class and look forward to working very closely with you so that _________(child’s name) can have a very rewarding and productive year.
To get to know one another, I am inviting the parent(s) of my students in for an informal get together. I have set aside several dates and times so that I can meet with the parent(s) separately. Please give me a call so that I can reserve a time for all of you to come in and see the room, meet with me and talk about the exciting things we will be doing this year.
I look forward to hearing from you.
Sincerely yours,
_____________________________________________________________________________________
II-From an Experienced Teacher
Dear
I would like to take this opportunity to introduce myself as your child’s new (Resource Room, Inclusion, Special Class) teacher for the coming school year. My name is ____________and I am very excited about having taught at the ____________School for ________years. I look forward to working very closely with you so that __________(child’s name) can have a very rewarding and productive year.
To get to know one another, I am inviting the parent(s) of my students in for an informal get together. I have set aside several dates and times so that I can meet with the parent(s) separately. Please give me a call so that I can reserve a time for all of you to come in and see the room, meet with me and talk about the exciting things we will be doing this year.
I look forward to hearing from you.
Sincerely yours,
_______________________________________________________________________________________
III-Letter to Related Service Provider
Dear
During this school year I will be _______ (child’s first and last name) special education teacher. It is noted on _________(child’s name) IEP that he is to receive _________(related service) (frequency i.e. 1 x a week) from you beginning on (date to begin services. Be aware that related services should begin as close to the start of school as possible if not the first day). In order to coordinate services, I am suggesting that we get together for a meeting to discuss schedules, communication with parents and teachers, modifications and accommodations and any other matters that may assist _________(child’s name) this year.
I will try to contact you to see what times and days are convenient for you or if you prefer I can be reached at ______(phone and extension) between the hours of______. My room number is ______at the _____________(name of school) school.
I look forward to meeting with you.
Sincerely yours,
Your name
_____________________________________________________________________________________
IV-Classroom Teacher Letter-First year teacher
Dear
My name is ___________ and this school year I will be working with ______(first and last name of child) a student in your class. _________, (child’s first name) has been assigned this service according to his IEP (designate the time period for services). These services are being provided to him/her for the following reasons:
(State reasons-usually weakness areas determined by an evaluation or IEP team)
In order to collaborate on the services I would like to meet with you to discuss ______(child’s first name) program, scheduling time, parent communication and modifications that are required as a result of his IEP. I will be stopping down to your room to discuss a convenient time for this meeting and look forward to speaking with you or if you prefer I can be reached at ______(phone and extension) between the hours of______. My room number is ______.
I look forward to meeting with you.
Sincerely yours,
Your name
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