Overview of Academic Accomodations
Accommodation planning benefits all students systematically using a tiered system. It begins with a strong core curriculum and generally agreed upon teaching practices and resources. If a student struggles, the student moves through a series of more targeted and intensive interventions until learning occurs consistently. In all cases, the goal is for the student to succeed within the parameters of Tier I.
Communication among parents and educators is critical. In most cases, early and direct communication between parents and teachers is the most effective means of ensuring learning. In others, more formal collaboration may be required and a formal plan developed. In all cases, educators should be continuously monitoring student progress.
Tier I is provided to every student in our classes. It consists of high-quality, evidence-based instruction and a rigorous curriculum. Evidence shows that most students (80-85%) learn using these practices. Some students are not successful despite our best efforts and for a variety of reasons. They need more time or more instruction in order to learn the material.
Tier II interventions are designed to assist students who have not succeeded within the confines of the universally accessible structures provided within the classroom (Tier I). Supplementary, often small group interventions are implemented by teachers, administrators, or other school resources (10-15% of students) both within and outside of the classroom setting, depending on the circumstances.
Tier III is for students who still do not learn despite a Tier II intervention (<5% of students). These are typically small group or one on one instruction for classroom-specific or subject specific skills. Specialists may be enlisted depending on what the needs of the student are. Even with Tier III the intention is to provide enough time and instructional supports that the students can return to the traditional classroom.
At the building level, a number of resources are available to all students to ensure that they can access and make effective progress in the general education curriculum. These include the following supports provided by the district:
Assistance to Regular Education Classroom Teachers
Such assistance includes professional development that will help them to analyze and accommodate various students’ learning needs (i.e. CAST UdL training, technology trainings, executive function trainings), including students who are English Language Learners, and to manage student’s behavior effectively (social-emotional training).
These include services that are available to students through the regular education program, including services to address the needs of students whose behavior may interfere with learning. These services include reading and Title I support; ELL support; paraprofessional support; library and technology support; nursing support; occupational, physical, and speech therapy, adjustment counseling and psychological consultation.
Mentoring and Collaboration
This includes such things as mentoring new teachers and common planning time at the Middle School level.
This includes opportunities that encourage parental involvement in their children’s education such as school and district councils, parent organizations, and SEPAC.