Although we are accustomed to make accommodations for 504 students, any student can receive a reasonable accommodation. These accommodations may be deemed reasonable by the classroom teacher. When a 504 is in place it is best practice to decide what reasonable is with a team of stakeholders which include the students, parents, and others that will work closely with the student.

Accommodations, in essences are placed in order to provide equitable access to education. Jersey City Public Schools states it best: "Accommodations Level the playing field" (see link below) Expectations do not change and it is expected that students will learn the same material as their peers with the support of the accommodations.

Examples of accommodations may include:

• additional time on assignments or assessments
• books on audio for students who struggle with reading
• access to speech to text technology for student who struggle with writing
• use of graphic organizers or other note taking accommodations
• varied teaching instruction: use of visuals, use of manipulative, checking for understanding.
• access to language translation or use of native language resources
• etc.

There are many other examples of accommodations. I have added additional examples in the links below.

Modifying instruction is often misused as accommodations for non 504 students. Modifications however, tend to be more restrictive than accommodations. These may include changing curriculum or expectations based on the students abilities. Once again, Jersey Public Schools helps us better understand that modifying means we "make changes to the playing field" (see link below).

When making modifications it is not expected that students cover the same amount of content as their peers.

Modifications are based solely on what the student is capable of doing due to "cognitive or physical disabilities".

Other modifications may include:

• shortening reading or writing assignments
• requiring students to test on less material
• students taking alternate assessments
• simplyfying content to students ability
• grading student according to IEP standards
• student given a different task
• etc.

I cannot speak about intervention without mentioning Mike Mattos and his work with RTI (see link below). Interventions should begin with universal screeners in the general education for all students. As students demonstrate gaps in learning, through assessments, specific interventions can be put into place to fill those gaps. Austin Buffum from Solution Tree reminds us that interventions must be: "Urgent • Research based • Directive • Timely • Administered by trained professionals • Targeted • Systematic" (see youtube link below).

Some interventions may include:

• targeted instruction with teacher
• summarizing
• reciprocal teaching
• modeling and demonstrations
• review more often
• monitor progress

Returning to the Jersey City Public School definitions, Interventions "Ensure the playing field" for all students.

1. Always start with the least restrictive accommodation, modification or intervention.
2. Maintain High Expectations as you are creating flexible learning opportunities.
3. A 504 is not needed in order to be accommodated in a reasonable and timely manner.
4. Modifying usual happens hand in hand with an IEP.
5. English Language Learners are not necessarily IEP students, therefore interventions are more likely needed than accommodations or modifications.
6. Interventions help ensure all students learn the content being taught at high levels.