District Curriculum Accommodation Page

 DISTRICT CURRICULUM ACCOMMODATION PLAN  

Advanced Math and Science Academy Charter School: Mission

The Advanced Math and Science Academy will create an atmosphere of celebration of knowledge where children of all backgrounds and abilities excel in all subjects, especially in math, science, and technology, empowering them to succeed in the workplace in our modern high-tech world.

Advanced Math and Science Academy Charter School : Core Values

Integrity - At AMSA, we model integrity by being truthful in our work and caring in our relationships with people.

Excellence - At AMSA, we pursue excellence by embracing the joy of learning, by being curious, by working hard, by persevering in the face of obstacles, by embracing creativity and innovation and by constantly striving to improve.  

Community - At AMSA, we foster community by being good citizens - by helping others, by appreciating and celebrating diversity, and by collaborating kindly and supportively.   

What Are Accommodations?

Accommodations are ways to assist students in accessing the curriculum more effectively. Accommodations are provided within the general education classroom and may be available to all students. Such changes are made to provide a student with equal access to learning along with an equal opportunity to be able to show what they  know or can do. For many, the suggested list of accommodations found in each school’s accommodation plan would simply be thought of as the best educational practices.

Accommodations typically fall under four key categories;

Setting (location) Examples include small groups, preferential seating, quiet location, etc.

Presentation (how the teacher shares information) Examples include visuals provided for verbal information, preview/repeat, provide models, etc. 

Timing (any consideration of time within the learning) Examples include time of day, length of time, extended time for assignments, “chunking” into smaller parts, planning for time with the student, etc.  

Response (How the student shows understanding) Examples include using graphic organizers, alternative writing utensils, keyboarding, limiting number of repeat question types, etc.  

“Accommodations” do NOT change the instructional level or content, delivery of instruction, or performance criteria. “Modifications” or “specially designed instruction” make these kinds of changes and are only appropriate for students on an Individualized Education Program (IEP.) 

This list of accommodations is designed to help support teachers in the instruction of ALL students who are experiencing challenges in the regular education classroom. Please review this information and employ these strategies where appropriate.  

Lower School Specific - ↓      Upper School Specific - ↑ 

ORGANIZATIONAL AND BEHAVIORAL

• Clear expectations and established routines
• Clear instructions delivered verbally, written on board & assignment with supporting images as appropriate
• Daily task lists/agendas on board
• Rotating schedule for students
• Upcoming assignments posted online and on board in classroom
• Written instructions on board and additional visual cues  
• Use of study guides, graphic organizers, and guided notes
• Use of turn-in bins/trays for submitting assignments   
• Intentional groupings (eg. mixed-ability groups)
• Organizing materials so students know where to find them
• Explicit daily and weekly goals
• Checklists for long term projects  
• Laminated schedules  
• Prompts to turn in missing assignments  
• Heads-up to students on routine adjustments or changes
• Access to online resources on Google Classroom
• Assignment board for all major assignments/tests/projects
• Ordered tasks
• Standard procedure for submitting assignments through Google Classroom
• Do Nows/warm up exercises  
• Seating charts
• Strategic seating assignments to promote positive peer relationships
• Instructions delivered in multiple modalities
• Deadlines (esp. major ones) reinforced in multiple places – on a white board in the room as well as on Google classroom
• Structured group work
• Opportunities for reflection on learning habits 
• Using Think-Pair-Share/Turn and Talk
• Explaining reasoning/purpose behind assignments and activities before starting
• Encouraging perseverance  
• Opportunities for reflection through discussion
• Model appropriate discussion techniques
• Break down steps/provide check ins for longer assignments
• Frequent check-ins on binder usage/cleanouts (↓) 

INSTRUCTIONAL STRATEGIES

• Use of Google slides or powerpoint for teacher presentations and classroom materials  
• Paired activities and group work
• SEI strategies  
• Digital copies of textbook/handouts/slides available  
• Graphic organizers  
• Small group instruction
• Preferential seating
• Written and verbal expectations
• Checks for understanding (e.g. exit tickets)
• Visual cues and aids with instructions
• Using familiar content to teach next steps
• Individual student check-ins  
• Step by step instructions
• Fill-in-the-blank guided notes
• Scaffolded concepts and activities
• Multi-modal activities to engage various learning skills  
• Previewing vocabulary  
• Deliver lesson in as much of the target language as possible 
• Spiraling instruction  
• Provide exemplars and examples
• Model/encourage teamwork
• Model expected behavior
• Reduced number of new concepts presented at one time
• Vary instructional groupings
• Provide study guides with ample time before assessment
• Whole class review activities
• Transcripts of videos/captions feature
• Provide opportunities for movement
• Use of visual aids and drawing representations for complex processes
• Removal of digital distractions  
• Provide exemplars and examples of the expected outcome of a project
• Prove a variety of ways to respond: oral, choral, student whiteboard, pictures, etc.
• Model think-aloud strategies for completing assignments  
• Provide scaffolded in-class note-taking opportunities (↓)
• Model in-class note-taking strategies  

ASSIGNMENT AND ASSESSMENT STRATEGIES

• Do Nows
• Exit tickets
• Socratic seminars  
• Informal questioning during individual/group work
• Observation of rate of progress during individual/group work
• Monitoring of student screens to redirect attention as needed during independent work
• Peer assessment 
• Variety of assessments: individual, pair, group
• Formative and summative assessments
• Reflection/revision after assignments 
• Extended time
• Chunking projects/big assignments
• Graphic organizers for projects and activities  
• Administer test in short periods
• Word banks
• Different types of questions (multiple choice, short answer, open response, etc.)  
• Study guides  
• Encouragement of collaboration during brainstorming and planning phases  
• Clear communication of expectations; identifying what topics will be covered on summative assignments and providing similar question formats to study
• Providing rubrics  
• Clarifying test directions  
• Optional extra practice on Google Classroom
• Providing teacher’s notes  
• Quiet testing environment  
• Quizzes and tests with retakes or corrections available
• Use of privacy screens (↓)
• Variety of presentation styles (video, front of class, gallery walk, etc.)
• Timely, specific, and actionable feedback, including conference opportunities
• Opportunities for self-assessment and self-reflection following feedbackPre-reading strategies – brainstorm, make predictions, review key vocabulary, anticipation sets

LITERACY STRATEGIES

• Pre-reading strategies – brainstorm, make predictions, review key vocabulary, anticipation sets 
• Free choice reading 
• Sentence sequencing activities 
• Unit vocab on walls 
• Explicit instruction on important suffixes and prefixes; prefixes and suffixes walls 
• Post-reading strategies: summarize, key takeaways 
• Handouts and assignments in dyslexic-friendly fonts & blue paper 
• Providing reading summaries and “roadmaps” of the content 
• Note-taking from textbook 
• Paired in specific groups to help with literacy levels  
• Repetition and direct instruction of keywords 
• Discussion about reading/ideas 
• Paraphrasing reading 
• Identifying cognates 
• Whole group, small group, partner, and volunteer reading 
• Sentence starters to help kickstart written responses 
• Academic vocab lists 
• Encourage annotations, highlighting of class texts 
• Identifying and explaining key and unfamiliar vocabulary  
• Verbal and written repetition of new vocabulary during instruction  
• Providing word banks for definitions check  
• Models and samples of written work visible for reference  
• Spiral Reviews 
• Selective use of audio books 
• Plot mapping to help students understand sequences of events in literature 
• Model reading comprehension strategies
• Model annotation for comprehension 
• Create videos when students request explanations  

FINE MOTOR AND VISUAL INTEGRATION STRATEGIES

Note-Taking Support:   

• Fill in the blank notes/graphic organizers
• Provide a teacher copy of notes

Writing Tools and Aids:

• Pencil grips
• Use of circle tracers and rulers
• Provide lined paper

Hands-On Learning:

• Hands-on activities in class to summarize learning

Movement and Breaks:

• Movement breaks
• No pressures of speed

Technological Options:

• Option to write and submit work on the computer

Sensory Aids:

● Access to school/teacher-approved fidgets

Lower School-Specific Accommodations:

• Specific time set aside for typing practice (↓)
• Modify equipment (↓)
• Fill in blanks - handwritten notes (↓)
• Provide lines to write on (↓) 
• Continue to provide paper-based assignments to promote small muscle development and to build endurance (↓)