modified homework assignments

Tuesday, October 28, 2014

Examples of modified assignments for students with special needs.

This math sheet has been easily modified by providing alternate questions.
Photo from .

This math sheet can be modified by having the student complete
alternate math operations with the numbers on the page.

This Grade 8 science vocabulary activity has become a YES/NO activity.

An alternate activity is provided for the student
using the same handout as the rest of the class.
Photo from

Alternate text can be placed over the original text in a class novel.

6 comments:

Thanks for this post. I will be sharing with my daughter's teachers.

Yes yes yes! More more please... are there other links you suggest for MORE examples! Other websites or blogs??? this is a large need for school teams. THANKS

How Do you know when your modification/adaptation is too much vs just right for a student?

You can use the IEP goals to help you decide how to modify the work.

http://teachingtoinspire.com/2013/01/differentiating-math-assessments-made.html

Very nice article. (Middle School Math/Science) I've cut sheets in half, had some students do 5 problems in a section first then go back and do more if they can, 2 day testing as opposed to one day tests, cut homework in half, created guided notes, handouts, allowed word bank usage, open book quizzes, use of notes/guides during classwork, station time etc, had them work in pairs, use as many visuals as possible, color coded formulas and the numbers we inserted into formulas, created tiered lessons.... easier level problems leading up to harder problems, calculator usage..... the list can go on. Thank you so much for the article.

The difference between accommodations and modifications

By The Understood Team

Expert reviewed by Donna Volpitta, EdD

When a student has an Individualized Education Program (IEP) or a 504 plan , you’ll likely hear the word accommodation . You may also hear school staff members say modification . While the two words sound similar, they mean different things.

An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn. Here is a chart that explains the differences.

	Accommodations	Modifications
	can help kids learn the same material as their peers. This allows them to meet the same expectations. A student with dyslexia, for example, might listen to an audio version of a book. But it’s still the same book that the rest of the class is reading. Likewise, a student who has trouble focusing might get seated next to the teacher, but still has to do all the regular class assignments.	Kids who are far behind their peers may need changes to the curriculum they’re learning. These are called . For example, a student could be assigned shorter or easier reading assignments, or homework that’s different from the rest of the class. Kids who receive modifications are expected to learn the same material as their classmates.
	for testing can be different from those used for teaching. For example, using spellcheck might help a student with writing difficulties take notes during class. However, it wouldn’t be appropriate during a weekly spelling test. At the same time, this student might benefit from having extra time to complete the spelling test or using a keyboard if the physical act of writing is difficult.	in testing often mean that a student covers less material — or material that is less complex. For example, a spelling test may require the class to study 20 words. However, a student with modifications might only have to study 10 of them. Or there might be two different lists of spelling words. With a modification, the student is tested on is different.
	Statewide tests allow some like extra time or taking a test on a computer. It’s best if these are the same accommodations a child uses to take class tests.	Some students take what’s called an . This state test includes to the regular test. Questions might be fewer or not cover the same material as the standard exams. Also, the results are interpreted differently. Before you agree to an alternate assessment, find out what the impact will be on your child’s academic and work future.
	for “special” classes like PE, music, and art can be helpful for some kids. These are similar to accommodations in the classroom. Kids might get extra time to learn to play an instrument. Or they may be allowed to complete an art project in a different format.	Sometimes, an assignment in a class like PE, music, or art is unreasonable for your child. When this happens, a may be made. For example, the PE teacher might reduce the number of laps a student needs to run. The music teacher might not require a child to learn how to read music.

See a list of common accommodations and modifications . And keep in mind that accommodations don’t always have to be formalized in an IEP or a 504 plan . Sometimes teachers can provide support on their own. If a student doesn’t have an IEP or a 504 plan, here are some examples of informal supports that families can request.

To learn more, watch as an expert explains the difference between accommodations and modifications.

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How to Modify for Special Education

November 12, 2016 by pathway2success 10 Comments

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How to modify for special education students in the classroom

Supporting kids with special needs works best when both regular education and special education staff work together. That’s why it is helpful for all teachers to understand how they can modify and accommodate for students in their classrooms. For newer teachers, learning that you need to modify work for kids of various levels can be a bit overwhelming. Even teacher who are highly experienced might struggle with how much to modify. It’s really a balance because you are constantly trying to find out what is “just tough enough” to push your students, with it still being at an appropriate level that can help them grow. Too easy and the work doesn’t really challenge them. Too difficult and kids might shut down, causing them to not learn anything at all. It’s okay (and actually good) to fine-tune your level of modifications over time.

Most importantly, if a child requires a modification according to their IEP, the teacher needs to provide it. The IEP is a legal document and those modifications and accommodations were agreed upon the child’s planning team. Some modifications are specifically listed, such as having a word bank or being able to use a calculator. Other times, modifications are left up to the discretion of the teacher. If there is something you are unsure about in the child’s list of modifications, talk to the spec

ial education teacher and get further clarification.

It's okay to fine-tune your level of modification as the year goes on.

Here is a quick reference list for some ideas to pull from when you need to modify for a child’s assessment, homework, or other assignment:

Reduce the Workload:

Assign even or odd problems only – This is a great strategy for homework. It’s simple and quick for the teacher, but still gives the child similar practice to everyone else.
Select specific problems and omit extra ones
Give 1 essay question instead of 3 or 4
Give choice – Let the student select 10 problems to do or let them pick whether to do the front or back of a worksheet. This will help with motivation, too, since the child sees they have a choice in the assignment.
Put fewer problems on each page – This will be less visually distracting.
For matching, reduce the number of items to match or break them in half
Reduce the number of multiple choices – There will be less to select from. For example, if everyone else has a quiz with 4 possible multiple choice answers, your student might only have 2 or 3 options to choose from.
Eliminate true or false questions – These questions can be extremely tricky, especially for kids with language-based disorders.

Modify the Content:

Give a similar but different assignment with lower grade level material in area of weakness (math, reading, or writing) – For example: if the topic is computing with fractions, the student might be drawing fraction pictures. This will also help you target the “most important” concepts for the child to learn at the time.
Provide an alternative assignment – This can be a research project, hands-on project, lab experiment, or making a poster to show understanding of a topic.
Align student interest to the content – For example, you might focus on reading strategies while learning about trains.

Provide Supports:

Give a word bank for fill in the blank or when writing an essay
Allow students to type or orally report their responses
Give a specific list for steps to complete a task
Provide concept cards with an assignment
Allow the student to use their book or notes
Provide specific examples
Highlight tricky or key words in questions
Allow extra time
Allow student to work in quieter setting
Allow calculators
Allow for brainstorming prior to the assignment
Have adult read assignment to student

Learning to modify can be hard work at first. It’s best to give it a try even if you are not entirely sure it’s the right modification. Remember that you can always tweak your modifications as the year goes on. Most likely, you will need to continually reassess modifications and supports, since your students will be growing and making progress. And when in doubt, work with your special education staff to ask for feedback, support, and ideas.

If you are a special education teacher in need of a toolkit, consider the Special Education Teacher Binder . It is a huge compilation of special education resources.

Special education teacher binder by Pathway 2 Success

Materials focus on IEPs and team meetings, progress monitoring of academics and behavior, classroom materials, building a classroom community, planning, lessons, organization, and other forms to help make the life of a special education teacher a little bit easier.

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504 Plan Accommodations List

As a student, it can be tough to keep up with the demands of school while dealing with a learning or physical disability. But what if I told you that there’s a plan designed to help you succeed? Say hello to the 504 Plan ! This plan is a game-changer for many students, providing specific accommodations and modifications to help them thrive in the classroom. Again, welcome to the world of the 504 plan accommodations list!

A 504 Plan is a legal document that outlines the accommodations and modifications a student needs to receive a fair and equal education. It’s designed to ensure that students with disabilities have the same opportunities as their peers. This can include anything from extra time on tests to a specialized chair or desk. The goal is to help students overcome barriers and provide them with the tools they need to reach their full potential. You can refer to the Understood to better understand how these plans work.

This post will look closely at some accommodations that can be included in a 504 Plan . We’ll explore the wide variety of tools and resources available to students with disabilities and give you a better understanding of what you can expect from this powerful document. So if you or someone you know is struggling in school due to a disability, keep reading to learn more about the life-changing benefits of a 504 Plan!

What Is a 504 Plan Accommodation?

A 504 Plan accommodation is a set of specific services, tools, and modifications designed to help students with disabilities succeed in a general education setting. A 504 Plan is a legal document created under the Rehabilitation Act of 1973 that requires public schools to provide students with disabilities equal access to education. This plan is designed to remove barriers preventing students from participating fully in their academic program due to a physical or mental impairment. Visit the U.S. Department of Education for more detailed information on the Rehabilitation Act.

The 504 Plan Accommodations List included in a 504 Plan is tailored to each student’s needs. They can range from physical capacities, such as wheelchair accessibility or special seating arrangements, to academic accommodations, such as extended time for tests or modified homework assignments. The purpose of these accommodations is to provide the student with the tools and support they need to succeed academically while also managing their disability.

504 Plan accommodations can cover many areas of a student’s school experience, including academic, social, and physical needs. The plan is designed to remove barriers preventing students from accessing their education, such as difficulty reading, writing, or communicating.

Academic accommodations may include modifications to the curriculum, such as access to audio textbooks or specialized software to assist with reading or writing. Students may also receive extra time to complete tests or assignments, shortened assignments, or modifications to the grading system.

Social accommodations may include access to support services such as a counselor or social worker, taking breaks as needed, or avoiding situations that may cause stress or anxiety.

Physical accommodations may include assistive devices such as hearing aids or wheelchairs, specialized seating or positioning equipment, and modifications to the classroom environment such as increased lighting or reduced distractions.

The specific accommodations included in a 504 Plan are based on the individual student’s needs. They are determined through an evaluation process that involves the student, their parents, and school professionals such as teachers and administrators. Once the accommodations have been identified and agreed upon, they are included in the student’s 504 Plan and implemented in the classroom to help the student succeed. Download the 504 accommodations list pdf.

Here is a list of common 504 Plan accommodations that can help students with disabilities succeed in the classroom:

Extended time on tests and assignments: This accommodation allows students extra time to complete tests and projects, which can help them manage the impact of their disability on their academic performance.
Preferential seating: Students with certain disabilities may benefit from sitting in a specific classroom area, such as near the front, back, or away from distractions.
Use of assistive technology: Students may be provided with assistive technology such as text-to-speech software, voice recognition software, or specialized keyboards or mice to help them better access the curriculum.
Modified assignments: Assignments can be modified to better suit a student’s abilities and needs, such as reducing the length or complexity of a task.
Specialized equipment: Students with physical disabilities may require specialized equipment such as a wheelchair, walker, or adaptive technology to help them participate in the classroom.
Additional breaks: Students may need extra breaks to manage the impact of their disability on their attention span or energy levels.
Reduced distractions: Some students may require a quieter, less distracting environment to focus on their work.
Copies of class notes: Students may benefit from receiving copies of class notes or lecture materials to review outside class.
Use of a Scribe: A scribe can assist students with writing or typing assignments when their disability makes it difficult.
Modifications to testing procedures: Testing procedures can be modified to suit a student’s needs better, such as allowing for verbal responses or providing a reader.

The specific accommodations included in a student’s 504 Plan are determined through an evaluation process that involves the student, their parents, and school professionals such as teachers and administrators. The purpose of the accommodations is to ensure that the student can access their education and participate fully in the classroom despite the impact of their disability. You should know the 504 plan accommodations list for ADHD and the 504 plan accommodations list for anxiety. If you live in Ohio, the 504 Plan Ohio may be of interest to you.

The Importance of 504 Plan Accommodations

The importance of 504 Plan accommodations is to ensure that students with disabilities have equal access to education and can participate fully in the general education curriculum. The 504 Plan accommodations are designed to help remove any barriers that may prevent a student with a disability from fully accessing their education and reaching their full potential.

Providing students with specific accommodations gives them the tools and support they need to succeed academically while managing their disabilities. This can have a significant impact on their overall academic success, as well as their self-esteem and confidence.

Additionally, 504 Plan accommodations can help to create a more inclusive classroom environment. When all students have equal access to education, it can help to foster greater empathy and understanding among students and create a more positive and accepting school culture.

It is also important to note that 504 Plan accommodations are required by law for public schools to provide. The Rehabilitation Act of 1973 mandates that public schools must provide students with disabilities equal access to education, and the 504 Plan is one-way schools can meet this requirement.

Overall, the importance of 504 Plan accommodations cannot be overstated. By providing students with the necessary accommodations and modifications, schools can help level the playing field and ensure that all students have the opportunity to succeed. You should know the 504 plan examples and 504 plan accommodations list for high school.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

504 plan florida (3 bonus tips for students), 504 plan eligibility (important points for students).

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PARENTING HUB

A Teacher’s Guide to 504 Plans

Dr. Roseann Capanna-Hodge

Created: May 8, 2023
Last Updated: July 22, 2024

What is a 504 Plan?

A 504 plan is a legal document developed under Section 504 of the Rehabilitation Act that provides equal access to educational programs and activities for students with disabilities. The purpose of a 504 plan is to ensure that students with attention, learning, social, behavioral, or emotional issues receive accommodations that meet their individualized needs in the general education classroom.

A 504 plan is not the same as an Individualized Education Program (IEP), which is a separate legal document that provides specialized education services for students with disabilities. Instead, a 504 plan provides accommodations that allow the student to participate fully in the classroom.

Under a 504 plan, students with disabilities may receive accommodations such as preferential seating, extra time on tests and assignments, modified homework assignments, and access to assistive technology. The accommodations provided are specific to each student's needs and are developed through a collaborative process between school staff, parents, and the student. The 504 plan is a legally binding document, and schools are required to follow the accommodations outlined in the plan.

504 plans can be beneficial for students with a wide range of disabilities, including ADHD , dyslexia, anxiety, depression, and physical disabilities. By providing accommodations that address the student's individual needs, a 504 plan can help ensure that students with disabilities have the opportunity to succeed academically and fully participate in their learning environment.

How is a 504 Plan Different From an IEP?

A 504 plan and an Individualized Education Plan (IEP) are both legal documents that provide accommodations and services for students with disabilities. However, there are some key differences between the two. They differ in scope, process, and eligibility criteria.

A 504 plan is for qualified students who have a mental or physical impairment that substantially limits a major life activity, while an IEP is for students who require special education services due to a disability that affects their ability to learn in the general education classroom.

One of the main differences between a 504 plan and an IEP is the scope of the accommodations and services provided. An IEP is more comprehensive and includes a specific set of educational goals and objectives, while a 504 plan is focused on providing accommodations to ensure equal access. IEPs may include services such as speech therapy, occupational therapy, or specialized instruction, while 504 plans focus on accommodations such as preferential seating, extended time, and the use of assistive technology.

Another difference between 504 plans and IEPs is the process for developing and implementing them. While both require a team of school staff, parents, and the student to develop the plan, the process for developing an IEP is more formal and includes a comprehensive evaluation of the student's needs. Additionally, IEPs are reviewed and updated annually, while 504 plans are reviewed on a regular basis to ensure that the accommodations are still appropriate and effective.

504 vs IEP for Teachers

What students can get a 504 plan.

Any student who has a mental or physical impairment that substantially limits a major life activity, such as learning or social interaction, can be eligible for a 504 plan. “Substantially limits” is the key term here, as that disability has to impact a student at school. Examples of disabilities that may qualify for a 504 plan include ADHD, dyslexia, anxiety, depression, and physical disabilities.

To determine whether a student is eligible for a 504 plan, the school staff will evaluate the student's needs and determine whether they have a disability that substantially limits a major life activity. If the student is eligible, a team of school staff, parents, and the student will develop a 504 plan that outlines the accommodations the student will receive in the general education classroom.

The accommodations provided under a 504 plan are specific to each student's needs and are designed to ensure that the student can participate fully in the classroom. Some of the accommodations that may be provided under a 504 plan include extra time on tests and assignments, preferential seating, access to assistive technology, and modified homework assignments.

The accommodations provided will depend on the individual needs of the student and will be developed in collaboration with the student, their parents, and school staff.

It's important to note that not all students with disabilities require a 504 plan. Some students may require more specialized services, such as an Individualized Education Program (IEP), to meet their educational needs. However, for students who only require accommodations to ensure equal access in the classroom, a 504 plan can be an effective tool to support their academic success.

Common Issues That Need Accommodations

There are many reasons why students with disabilities have accommodations and here are some of the most common reasons.

Attention Deficit/Hyperactivity Disorder (ADHD)
Dyslexia and other Specific Learning Disabilities (SLDs)
Autism Spectrum Disorder (ASD)
Emotional and Behavioral Disorders (EBD)
Intellectual Disabilities (ID)
Visual or Hearing Impairments
Physical Disabilities or Health Impairments
Traumatic Brain Injury (TBI)
Anxiety Disorders
Depression and other Mood Disorders

How is a 504 Plan Made?

The process for developing a 504 plan begins with identifying a student who may be eligible for accommodations under Section 504 of the Rehabilitation Act. Any school staff member, parent or guardian may request accommodations.

Once a student is identified, the school staff will evaluate the student's needs to determine if they have a disability that substantially limits a major life activity. If the student is eligible, a team of school staff, parents, and the student will work together to develop a 504 plan.

The development of a 504 plan is a collaborative process that involves gathering information from a variety of sources . This may include teacher observations, assessments, and input from the student and their parents. A 504 plan doesn’t require a full blown battery of individually administered tests. The data can come from a variety of sources.

The team will work together to identify the student's individual needs and determine what accommodations will be most effective in meeting those needs. Once the accommodations are identified, they will be documented in a written 504 plan that is reviewed and signed by the student's parents, school staff, and the student (if appropriate).

The 504 plan is a legally binding document, and schools are required to provide the accommodations outlined in the plan to ensure that the student has equal access to educational programs and activities.

When do 504 Plans End?

504 plans are reviewed on a regular basis to ensure that the accommodations are still appropriate and effective. The frequency of the review will depend on the individual needs of the student and may be conducted annually or more frequently if needed.

504 plans will end when the student no longer requires accommodations to participate fully in the general education classroom or when the student transitions out of the school district. 504 Accommodations follow a student into college.

When a 504 plan ends, the school staff will work with the student and their parents to develop a plan for transitioning the student to the next educational setting.

It's important to note that students with disabilities who require accommodations to participate fully in the general education classroom are protected under federal laws, including the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA). Schools are required to provide accommodations to qualified students with disabilities, regardless of whether they have a 504 plan or an IEP.

What is a General Education Teacher’s Role in a 504 Plan?

General education teachers play a critical role in the development and implementation of a 504 plan. As the primary classroom teacher for the student, they have firsthand knowledge of the student's strengths and weaknesses and can provide valuable input into the accommodations that will be most effective.

In the 504 plan development process, the general education teacher may be asked to provide information about the student's academic performance, behavior, and social skills. They may also be asked to provide input into the accommodations that will be most effective in the classroom setting.

Once the 504 plan is implemented, the general education teacher is responsible for ensuring that the accommodations outlined in the plan are provided to the student. This may involve modifying assignments, providing extra time on tests, ensuring that the student has access to assistive technology or other items listed in the plan.

It's important for general education teachers to communicate regularly with the school staff responsible for implementing the 504 plan and parents to ensure that the accommodations are being provided effectively.

They may also be asked to provide regular progress updates on the student's academic and behavioral performance to the 504 plan team.

Who is Responsible for a School 504 Plan?

Responsibility for a school 504 plan falls on a team of school staff, parents, and the student (if appropriate). The team is responsible for evaluating the student's needs, developing the 504 plan, and ensuring that the accommodations outlined in the plan are provided to the student.

The team responsible for the 504 plan may include the student's general education teacher, guidance counselor, school nurse, school psychologist, and other school staff as appropriate. The team may also include outside professionals, such as doctors or therapists, who can provide input into the student's needs.

The school staff responsible for implementing the 504 plan are responsible for providing the accommodations outlined in the plan to the student. This may involve modifying assignments, providing extra time on tests, or ensuring that the student has access to assistive technology.

Regular communication is an important part of any 504 Plan, especially when it is first implemented to ensure the student’s needs are being met.

How Can a Teacher Help with 504 Plans?

Teachers play a critical role in ensuring the success of students with 504 plans. As the primary classroom teacher, they are responsible for implementing the accommodations outlined in the plan and ensuring that the student is able to participate fully in the general education classroom.

To support students with 504 plans, teachers can provide accommodations such as modified assignments, extended time on tests, and preferential seating. They can also provide regular feedback to the student and their parents on the student's academic and behavioral progress.

They can also help by learning about the clinical issues their students face. With issues such as ADHD, anxiety, mood disorders, autism and PANS/PANDAS on the rise, understanding how these issues impact the brain and behavior can help a teacher in their day-to-day management of students.

Teachers can also help to identify students who may be eligible for a 504 plan by monitoring their academic and behavioral performance and communicating concerns to the school staff responsible for the plan. They really can see what is working and what isn’t and can let the team know.

Resources for Teachers on 504 Plans

Some 504 resources that may be helpful for teachers include:

U.S. Department of Education: The U.S. Department of Education provides guidance and resources on Section 504 of the Rehabilitation Act and how it applies to students with disabilities in public schools.
National Center for Learning Disabilities: The National Center for Learning Disabilities provides information and resources for teachers on supporting students with disabilities, including information on 504 plans.
Council for Exceptional Children: The Council for Exceptional Children provides resources and professional development opportunities for teachers working with students with disabilities, including information on 504 plans.
Learning Disabilities Association of America: The Learning Disabilities Association of America provides information and resources for teachers and parents on learning disabilities and accommodations, including information on 504 plans.
State and Local Education Agencies: State and local education agencies may provide resources and support for teachers working with students with disabilities, including information on developing effective accommodations and implementing 504 plans.

In addition to these resources, teachers can also seek support from school staff responsible for developing and implementing 504 plans, such as the vice principal, guidance counselor or school psychologist.

504 plans are an important tool for supporting the academic and behavioral success of students with disabilities in the general education classroom. The development and implementation of a 504 plan is a collaborative process that involves school staff, parents, and the student. General education teachers play a critical role in supporting students with 504 plans and ensuring that the accommodations outlined in the plan are provided effectively.

There are many resources available to support teachers in understanding and implementing 504 plans for students with disabilities. These resources can provide guidance on developing effective accommodations, communicating with parents and school staff, and supporting the academic and behavioral success of students with disabilities. If a teacher is unsure about their role or how to implement these accommodations, they should seek support from school staff responsible for 504 plans.

Grab my Ultimate Guide to 504 Accommodations to get detailed 504 accommodations for the biggest issues impacting children and teens at school: attention, memory, anxiety, behavior, and more than 20 issues that impact learning, attention, and emotional functioning at school.

Dr. Rosen's comprehensive guidebook on school accommodations.

Download The Ultimate Guide to School Accommodations to Become Your Child’s Best Advocate

➡️ Get the ultimate accommodations guide that has all of “the meat and none of the potatoes” with accommodations for more than 30 common issues and conditions ➡️ The exact accommodations you need for any school meeting or letter from a seasoned school psychologist and IEP and 504 meeting veteran ➡️Come prepared with the accommodations requests that actually can help your child at school

Examples of 504 Plans

A school accommodation plan can include a variety of accommodations that can support a student in the classroom. Seeing an example of a 504 Accommodation Plan can be helpful for school personnel and parents too.

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Should I modify assignments or grades for students with disabilities?

The term modification is defined as an adjustment to an assignment or a test that changes the standard of measurement for the task. A modification is not the same as an accommodation. An accommodation is the practice of making the assignment or assessment more accessible to the student with a disability through changes in formatting, timing, setting, scheduling, and/or presentation. An accommodation does not change the standard of measurement for the task, only the accessibility of the task. A modification, however, changes the standard of measurement by altering the task or expected outcomes.

When determining whether or not to modify assignments or grades for students with disabilities, consider the following:

At what grade level is the student?
What are the student's barriers to successful participation in classroom assignments and activities?
Can these barriers be overcome by making accommodations that do not change the standard of measurement?
Is the student able to perform at the standard measured by the task or assessment?

Considerations for Precollege Students

The Individualized Educational Plan (IEP) team, which should include students whenever possible, especially once they are over the age of fourteen, is the ultimate authority over the appropriate course of action for each individual student. If the student is college-bound, modifications in most classes would not be appropriate, since changing the standard of measurement would limit the student's ability to acquire the necessary skills expected of them in college.

Considerations for Postsecondary Students

In postsecondary institutions, modifications are not appropriate when a student is taking a course for academic credit. However, postsecondary institutions have systems in place by which students with disabilities can request and receive reasonable accommodations.

For more information, consult the DO-IT Knowledge Base article What is the difference between accommodation and modification? and Accommodations for Students with Disabilities in High School , published by the National Center on Secondary Education and Transition (NCSET) .

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Q: “Can a 504 Plan Help My Son Remember to Turn in His Homework?”

“you can build it into your 504 plan to have the teacher contact you if your son has missing homework assignments or his grades have dropped to a certain gpa.”.

Q: “My seventh grader’s teachers report that he has forgotten to complete assignments or turn in his homework — even though he insists he has done them. I check his computer every night, but some assignments don’t show up as missing for weeks. How can I help him remember his assignments and keep him focused? He has a 504 Plan. Is there anything I should add?” — FrustratedMom

Hi FrustratedMom:

I totally understand your frustration, especially if you and your son are doing everything you can to stay on top of his homework and class assignments. You have many different concerns: You don’t know soon enough when homework is missing , your son thinks he’s getting everything turned in, and you’re also worried about his grades.

Some seventh graders don’t need help remembering homework . However, for students with ADHD and executive functioning challenges, being organized, remembering to do homework, and knowing how and even where to turn it in are all tasks that can be extremely difficult to manage. So, your son may really need help! Seventh grade, for many kids, is a transition year — from elementary school to middle school, from childhood to adolescence. There’s much more going on than just weekly homework. In other words, it can be an overwhelming time.

[ Free Download: Proven Homework Help for Kids with ADHD ]

The good news is that because you already have a 504 Plan in place, you can expect his seventh-grade teacher to implement a system to help him remember to do and turn in his homework.

Before I suggest changes to your son’s 504 Plan, I think it’s important that your son knows you believe he is doing the best he can. It can be really demoralizing for a child to feel like he’s doing everything he’s supposed to, only to discover something went wrong. It could be that your son is turning in the work, but it’s going to the wrong spot, or the teacher has misplaced it. And while it’s possible that your son hasn’t turned in anything, avoid placing blame and instead focus on establishing a system that will help your son be more successful, more accountable, and keep his teacher accountable, too.

Begin by contacting your CSE (Committee for Special Education) point of contact to request an amendment to the 504 Plan. Depending on the district, this may require a CSE meeting, but in some schools, they can just add the amendment and send it to the teachers.

Top 504 Plan Homework Accommodations for ADHD

Here are 504 Plan accommodations that I recommend:

A prompt from the teacher to turn in assignments . A 504 Plan is not an IEP — it has fewer teeth. 504s work more like recommendations than the enforced rules of an IEP , but it’s often enough to have it in writing that the teacher should prompt the student to turn in work.
A homework checklist can also help keep your son accountable — not just the online grading system but a physical piece of paper that the student has the teacher initial when he turns in the assignment.
A paper planner that is checked daily by the teachers to ensure your son has all his assignments noted as well as completed and turned in.
A special accommodation, such as taking a photograph of his homework or submitting homework via email to eliminate that extra step in class the next day.
Communication! You can build it into your 504 Plan to have the teacher reach out to you promptly if a certain number of assignments are missing or your son’s grades have dropped to a certain GPA.

[ Free Download: Sample Letter to Request an IEP or 504 Plan Evaluation ]

You can also talk with your son’s team about having extended deadlines for turning in assignments if your son is feeling overloaded and overwhelmed. And many schools offer a second set of textbooks to keep at home to ensure the student has what they need to do homework.

As your son gets older, you may find that the 504 Plan simply isn’t enough. Then you may need to move to an IEP, which gives you more tools to help support your son’s educational needs and stronger requirements for following the ADHD accommodations. Remember, any accommodation that makes it more likely your son will succeed is worth putting in writing!

It sounds like you’re doing all you can from your end. Hang in there, FrustratedMom.

504 Plan: Next Steps

Free Download: Sample 504 Plan for Students with ADHD
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Examples of Accommodations & Modifications

Program accommodations and modifications are available to children who receive services under IDEA or Section 504 of the Rehabilitation Act.

General Accommodations:

Large print textbooks Textbooks for at-home use Additional time for assignments A locker with adapted lock Review of directions Review sessions Use of mnemonics Have student restate information Provision of notes or outlines Concrete examples Adaptive writing utensils Support auditory presentations with visuals Use of a study carrel Assistance in maintaining uncluttered space Weekly home-school communication tools (notebook, daily log, phone calls or email messages) Peer or scribe note-taking Space for movement or breaks Study sheets and teacher outlines Extra visual and verbal cues and prompts Lab and math sheets with highlighted instructions Graph paper to assist in organizing or lining up math problems Use of tape recorder for lectures Use of computers and calculators Books on tape Graphic organizers Quiet corner or room to calm down and relax when anxious Preferential seating Alteration of the classroom arrangement Reduction of distractions Answers to be dictated Hands-on activities Use of manipulatives No penalty for spelling errors or sloppy handwriting Follow a routine/schedule Alternate quiet and active time Teach time management skills Rest breaks Verbal and visual cues regarding directions and staying on task Agenda book and checklists Daily check-in with case manager or special education teacher Adjusted assignment timelines Visual daily schedule Varied reinforcement procedures Immediate feedback Work-in-progress check Personalized examples

Testing and Assessment Accommodations:

Answers to be dictated Frequent rest breaks Additional time Oral testing Untimed tests Choice of test format (multiple-choice, essay, true-false) Alternate ways to evaluate (projects or oral presentations instead of written tests) Accept short answers Open-book or open-note tests Read test and directions to student Provide study guides prior to tests Highlight key directions Test in alternative site Use of calculator or word processor Extra credit option Pace long-term projects Preview test procedures Simplified test wording; rephrased test questions and/or directions

General Modifications:

Allow outlining, instead of writing for an essay or major project Use of alternative books or materials on the topic being studied Computerized spell-check support Word bank of choices for answers to test questions Provision of calculator and/or number line for math tests Film or video supplements in place of reading text Reworded questions in simpler language Projects instead of written reports Highlighting important words or phrases in reading assignments Modified workload or length of assignments/tests Modified time demands Pass/no pass option Modified grades based on IEP

Behavior modifications:

Breaks between tasks Cue expected behavior Daily feedback to student Have contingency plans Use de-escalating strategies Use positive reinforcement Use proximity/touch control Use peer supports and mentoring Model expected behavior by adults Have parent sign homework Have parent sign behavior chart Set and post class rules Chart progress and maintain data

Modified Assignments /Instructions

The strategy.

Modified assignments/instructions is a strategy in which the teacher alters the assignment or instructions given to a student. Modifying classroom assignments or instructions is a way to make the assignment easier or better matched to the student’s developmental level to increase the likelihood that the student completes the assignment. Modified assignments may increase student motivation which in turn may help the student complete the task. Although this strategy may lead to higher rates of classwork completion, it will not provide the student with skills that allow them to meet typical classroom expectations. Thus, this strategy should be used in conjunction with other strategies ( notetaking training ; self-monitoring ; daily report card ; student choice ) that facilitate skill development.

Steps to Implement

Identify assignment types or content areas that are particularly difficult for the student. For example, consider subjects with low completion rates and/or assignment types that tend to lead to student frustration or restlessness after a period of time.
Discuss these difficulties with the student’s educational and mental health support team to identify appropriate modifications for this student (e.g., give a word bank for fill in the blank questions, allow student to type or orally present their responses, when the task typically includes providing the word and the student must write the definition, modify by giving the student the definition and asking them to write the word to allow for less writing).
Describe the modification and its purpose to the student (the level of detail provided can be based on the student’s developmental level) and the student’s parents. Be specific about which assignments this modification will be applied.
Determine when the team will meet again to assess the impact of this strategy on academic and behavioral performance.
Use Beacon progress monitoring tools to evaluate the extent to which this strategy is improving the target behaviors as intended.

Tips for Success

Expectations for modified assignments and instructions should be clear and enforced. Make sure that the student knows exactly what is expected of them to receive credit for assignment completion each day.
To reduce negative perceptions by peers, remind students privately about their modified instructions or assignment after providing the whole class instruction.
Consider using this strategy as a short-term solution. To help the student meet age-appropriate expectations with regard to assignments, gradually decrease the modifications given. See Peer Tutoring or Daily Report Card interventions for details.

Evidence of Effectiveness

Because modifying assignments does not effectively build the skills students need to independently meet age-appropriate expectations, it cannot be evaluated for effectiveness. The goal of modified assignments is to help a student keep up with classwork or homework and prevent them from falling behind in the class. If this strategy is selected for use in the short term, it is recommended that it be replaced at some point with an intervention to help the student develop the skills needed to independently meet age-appropriate expectations for completing and submitting homework and classwork on time.

Intervention Scorecard

This intervention is recommended for the following presenting problems.

Select an age group:

Presenting Problem			Effectiveness	Magnitude	Effort

Modified homework policy reflects learning needs of students

Reading, parent, family, volunteer, library, Anderson, elementary

Above: A parent and child spend time reading together. In the district’s new approach to homework, which modifies homework guidelines for children in kindergarten through third grade, 20 minutes of daily reading is encouraged.

New homework guidelines for Vancouver Public Schools will allow time for younger students to enjoy family learning activities after the school day is over.

The guidelines align with the learning needs of students. Said Layne Manning, director of curriculum, “We are supportive of assignments that directly connect to classroom learning so students are set up for success. We are asking teachers to consider the needs of each student.”

The guidelines modify homework assignments for children in kindergarten through third grade. Teachers can still provide practice sheets and recommend after-school activities to reinforce lessons, and 20 minutes of daily reading is encouraged. Students at these grade levels will not be penalized for unfinished homework assignments, however.

Guidelines for older students are focused on the amount of time students should be expected to spend on homework.

“We encourage families to spend their time together in creative, fun and interactive activities,” said Manning. “Reading, cooking or taking a walk together are activities that lead to conversation and learning. We also encourage teachers to recommend activities that will help parents help their children in reinforcing specific skills that relate directly to what they’re learning in the classroom.”

The changes reflect current research, which shows that homework assignments given to children in primary grades offer few, if any, educational benefits. For some students, homework can create stress and anxiety if the assignments are time-consuming; difficult; and take them away from opportunities for physical and creative activities such as sports, the arts and reading.

“VPS teachers are committed to educating the whole child and creating a healthy balance for children and their families,” said Debra Hale, executive director of teaching and learning.

Specific revisions to Policy 2420 concerning homework aim to improve instruction and enhance achievement. Homework assignments should be a constructive tool for teaching and learning and be geared to the needs and abilities of students. The guidelines will be rolled out in the fall.

Guidelines for assigning homework

The frequency and duration of assignments:

Kindergarten through third grade—students will not be penalized for unfinished homework assignments. Encouragement should be provided to engage in family home learning activities such as reading to and with their child, outside play, puzzles and games, etc.
Fourth and fifth grades—two to four homework assignments per week, each lasting not more than 15 to 45 minutes, that will take into account the student’s developmental age, learning goals and program of studies
Sixth through eighth grades—three to five assignments per week per student, each lasting 45 to 75 minutes
Ninth through 12th grades—three to five assignments per week per student, each lasting 75 to 120 minutes
Students enrolled in special K-12 programs, including language immersion, Highly Capable, Honors, Advanced Placement, International Baccalaureate and College in the High School, may have additional assignments in accordance with program goals and requirements.

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4th Grade Module 1 Lesson 10 Modified Homework- Rounding by LivTeach
Grade 2 Homework MODIFIED (USA)
Examples of Modified Assignments for Students with Special Needs
Homework Templates
Examples of modified assignments for students with special needs
Fillable Online Grade Modified Homework (Math) Remote Learning Packet

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Homework assignments better be finished
Homework Assignments in Delta Math
Y Shaped Antenna for 5G Enabled Gadgets and its MIMO for Smartphone Applications modified
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Allocating markers to a Moodle assignment

COMMENTS

Examples of Modified Assignments for Students with Special Needs
Examples of Modified Assignments for Students with ...
25 IEP Homework Accommodations for Parents and Teachers to Implement
Here are IEP accommodations for homework to support students with diverse needs: Extended Time: Provide extra time for completing assignments or projects. Simplified Instructions: Break down complex tasks into smaller, more manageable steps. Homework Calendar: Give the student a homework calendar or checklist to help with organization.
What are academic modifications?
An academic modification is a change to what a student is taught or expected to do in school. An example of a modification is less homework or easier assignments. Before using a modification, it's often better to try changing howa child learns, or try using a different teaching strategy. School can be a challenge for kids with IEPsand 504 plans.
Assignment Accommodations
Accommodations for students with ADHD most often include decreasing the length of an assignment. For instance, writing shorter papers, answering fewer test questions, or completing fewer homework problems. The overall format of an assignment might be modified as well. Examples of this are dictating written assignments into a tape recorder or ...
PDF Modifications for Students with Disabilities
"adjustments to an assignment or a test that changes the standard of what the test or assignment is supposed to measure." In Virginia, a modified education is called the Aligned Standards of Learning (ASOL). Children who work on ASOLs, means they are not participating in Virginia's Standards of Learning (SOL) and the SOL assessments.
Common accommodations and modifications in school
Capture responses on an audio recorder. Use a spelling dictionary or digital spellchecker. Use a word processor to type notes or give answers in class. Use a calculator or table of "math facts". Setting accommodations. Work or take a test in a different setting, such as a quiet room with few distractions.
The difference between accommodations and modifications
For example, a student could be assigned shorter or easier reading assignments, or homework that's different from the rest of the class. Kids who receive modifications are not expected to learn the same material as their classmates. Classroom tests: Accommodations for testing can be different from those used for teaching.
How to Modify for Special Education
Give a specific list for steps to complete a task. Provide concept cards with an assignment. Allow the student to use their book or notes. Provide specific examples. Highlight tricky or key words in questions. Allow extra time. Allow student to work in quieter setting. Allow calculators. Allow for brainstorming prior to the assignment.
504 Plan: Comprehensive List of Accommodations
The 504 Plan Accommodations List included in a 504 Plan is tailored to each student's needs. They can range from physical capacities, such as wheelchair accessibility or special seating arrangements, to academic accommodations, such as extended time for tests or modified homework assignments. The purpose of these accommodations is to provide ...
IEP Planning: Accommodations & Modifications
Common examples of accommodations include extended time to complete assignments, provision of notes or outlines, untimed tests, and reduced number of test questions. Modifications Unlike accommodations, which do not change the instructional level, content, or performance criteria, modifications alter one or more of those elements on a given ...
A Teacher's Guide to 504 Plans
Some of the accommodations that may be provided under a 504 plan include extra time on tests and assignments, preferential seating, access to assistive technology, and modified homework assignments. The accommodations provided will depend on the individual needs of the student and will be developed in collaboration with the student, their ...
Should I modify assignments or grades for students with disabilities
05/24/22. The term modification is defined as an adjustment to an assignment or a test that changes the standard of measurement for the task. A modification is not the same as an accommodation. An accommodation is the practice of making the assignment or assessment more accessible to the student with a disability through changes in formatting ...
The Debate Over Shortened Assignments
Learn when, why and how you might use shortened assignments with your IEP students. Recently a teacher friend and I were discussing an IEP and a question arose over shortened assignments. While shortening the assignments the student was presented with what seemed reasonable, but was it actually an accommodation or a modification?
Section 504 Best Practices: Evaluation and Assessment
Flexibility in teaching methods and assessment strategies is key. This could include extended time for tests, modified homework assignments, or the use of assistive technology. Role of Collaboration Among Educators, Parents, and Students: Collaboration is crucial in developing and implementing a Section 504 Plan.
PDF Teachers' Desk Reference: Practical Information for ...
Modifications may include modified homework assignments, alternate forms of assessment such as portfolios, and changes to the curriculum. Modifications change the "what" of learning. Screening and Evaluation Your school is required to have in place a screening process that identifies students who may need
504 Plan: Homework Accommodations for Students with ADHD
Top 504 Plan Homework Accommodations for ADHD. Here are 504 Plan accommodations that I recommend: A prompt from the teacher to turn in assignments. A 504 Plan is not an IEP — it has fewer teeth. 504s work more like recommendations than the enforced rules of an IEP, but it's often enough to have it in writing that the teacher should prompt ...
Examples of Accommodations & Modifications
Examples of Accommodations & Modifications - Smart Kids
Accommodations: CAN SCHOOL LESSEN WORKLOAD
Curtis M on 09/16/2020 at 3:00 PM said: If a student has an IEP the school can lessen the workload as an accommodation in several ways that do not fundamentally alter the standards required: In reading, using condensed texts such as Sparknotes. By reducing the required length of an assignment involving written expression.
PDF TIPS FOR EDUCATORS: General Assignment Accommodations
an assignment. For instance, writing shorter papers, answering fewer test questions, or completing fewer homework problems. The overall format of an assignment might be modified as well. Examples of this are dictating written assignments into a tape recorder or presenting a project orally instead of submitting a written report. These general
PDF School Accommodations and Modifications
significant way what the test or assignment measures. Examples of accommodations include a student who is blind taking a Braille version of a test or a student taking a test alone in a quiet room. A modification as used in this document is an adjust-ment to an assignment or a test that changes the standard or what the test or assignment is ...
Modified Assignments /Instructions
Because modifying assignments does not effectively build the skills students need to independently meet age-appropriate expectations, it cannot be evaluated for effectiveness. The goal of modified assignments is to help a student keep up with classwork or homework and prevent them from falling behind in the class.
Modified homework policy reflects learning needs of students
The guidelines modify homework assignments for children in kindergarten through third grade. Teachers can still provide practice sheets and recommend after-school activities to reinforce lessons, and 20 minutes of daily reading is encouraged. Students at these grade levels will not be penalized for unfinished homework assignments, however.
PDF Narcolepsy in the Classroom
modified homework assignments, and starting school later. Excessive Daytime Sleepiness in the Classroom EDS is more than just feeling tired or sleepy at inappropriate times. Other issues associated with EDS and sleep deprivation include: • Microsleep and automatic behavior "It's like sleeping with my eyes open."
Basic Homework Template
Here I provide a simple template you can use for your assignments. I used the \tcolorbox package to define a "problem" environment. You can customize the pro... An online LaTeX editor that's easy to use. ... Basic Homework Template. Open as Template View Source View PDF. Author. Edy Alberto Flores Leal. Last Updated. 3 days ago. License ...