Accommodations/ Modifications

FAQ: Accommodations and Modifications

What is an accommodation?

An accommodation is a change to how the curriculum or environment is accessed or assessed. It assists the student to participate in the curriculum and demonstrate their knowledge without changing the TEKS or rigor of the curriculum.

What is a modification? 

A modification is a change to what is being taught. The rigor of a TEKS is reduced, or specific TEKS are removed.  In both scenarios, the student is no longer accessing the full curriculum.

Do all students with disabilities need accommodations?

Not all students with disabilities need accommodations. Decisions about accommodations are based on individual student need related to their specific disability. 

When an accommodation is an instructional strategy that is made available for all students, am I still required to document?

You are required to collect documentation for all accommodations outlined in a student’s ARD paperwork. Instructional strategies are strategies that benefit all students, but many students can demonstrate success without the strategy. Alternatively, students who cannot access the curriculum effectively without the specific strategy are using it as an accommodation.  In this case, it must be documented in the ARD and work samples collected.

Do I need to provide and document accommodations for a student under section 504?

If a student requires accommodations under section 504, you must document implementation and report to the designated 504 coordinator. 

Where can I learn more about accommodations and/or modifications for instruction and assessment?

You can find student accommodations in the ARD or 504 paperwork. If you have questions you can ask the support facilitator, team leaders or 504 coordinator for further clarification. Not all accommodations that are used in instruction will be used for assessment. It may be appropriate for a student to use an accommodation to learn the material, but the accommodation should not interfere with assessment of the student’s independent knowledge on a test. For example, you may provide a student routine feedback during instruction and practice, but it would be inappropriate to correct errors as they take a test.

Who is required to provide and document accommodations and/or modifications?

According to state and federal law, all instructional staff (core content teachers, elective teachers, and special education teachers) must provide accommodations as documented in the student’s ARD or 504 plan. These documents are legal documents; failure to follow them is a legal issue that can lead to problems for you, the school and district. Accommodations and modifications must be provided in daily instruction and all assessments, including classroom, district, state and national assessments, as outlined in the ARD or 504 paperwork. 

How do I document accommodations and/or modifications?

Accommodations can be documented in multiple ways. Campus Team Leaders can provide you the recommended form that district has provided for documentation purposes.  

Do I need to keep work samples?

You must keep work samples showing accommodations for each of the students in your classes who have special education or 504 services. You are required to show 2-3 work samples per 9 weeks, but it is best practice to routinely collect samples. You will want to keep copies of tests and quizzes as well as classroom work; these items provide valuable insights into student achievement and necessary instructional supports. 

Do I need to submit documentation of accommodations and/or modifications for review?

Each campus may have their own timeline for the return of accommodation documentation. However, documentation will be needed prior to the student’s ARD or 504 review meeting to determine if the accommodations are being used and successful. It is also important to keep in mind that the documentation is part of the educational record and can be requested by the parents. 

What if a student is not using or refuses to use an accommodation?

If a child routinely refuses to use an accommodation, this should be documented. For example, “the accommodation was offered or left at desk and student refused.” This is also partially dependent on age of student. If student is given an accommodation daily and does not use it, that needs to be properly documented and discussed with the support facilitator.

If I think a student needs an accommodation they are not receiving, what should I do?

If you feel a student would benefit from an accommodation they are not receiving, you should speak with the support facilitator.  For the ARD committee to determine whether or not a specific accommodation is necessary for the student to access the curriculum, data must be collected with and without the accommodation.  The support facilitator can assist you through the process of collecting information and making recommendations to the ARD committee. 

What if I think a student may need a modified curriculum?

If you start to notice that a student’s disability may not be allowing them to access the curriculum, even with accommodations, then you should you talk to the student’s support facilitator. They can begin looking at other options for accommodations that may be able to better assist the student.  They can also assist with conversations to consider modifying the curriculum if the student is still not being successful. 

If I provide the accommodations and/or modifications but just don’t get around to documenting them, is that ok?

Not having a way to show that you implemented the accommodations can put you, your school and district at legal risk. It is crucial that you document the accommodations you are implementing for the students who require them. 

When should I expect to receive a list of accommodations and/or modifications that my students need?

You should receive an electronic copy of the accommodations at the beginning of the school year and again after the student’s annual ARD or 504 meeting. You will need to ensure you open the electronic copy to show you have viewed these accommodations. Opening the electronic copy also digitally signs your receipt of the accommodations and understanding of the student’s service through special education.  This is required. 

Who do I contact if I have questions about implementing the accommodations and/or modifications?

You can contact the diagnostician or the special education teacher.