The New Modifications: Part 1

 In my previous blog I opened the conversation about applying modifications to a virtual environment. It certainly looks different, feels different and that's because it is! I've spent a lot of time these first few weeks of school thinking about modifications and how to effectively implement them for my students. My co-teacher and I have looked over our students' IEPs, discussed how they would typically be implemented, and what is holding us back. 

The reality is that not all the modifications are able to be applied in the same ways, and some have to be changed completely. Rather than having them fully adjusted in the IEP itself, we realized that how we implement the modifications students need is what will make it possible to meet their needs, goals, and requirements in their IEP. 

Much like how differentiated instruction can vary based on the content, process, and product, implementing modifications in a virtual and/or hybrid environment can be differentiated (and in the same categories too!) 

I've selected a few modifications to discuss her in this post, explain how they are typically applied in the learning environment, and then suggestions for how they might look now. The goal is for teachers to think "outside the box" and use readily available resources- even people! 

1. Extended time: Many students with learning diversities require extended time to complete work. In a traditional classroom, students can simply continue working, have a privacy box or folder, relocate to a quiet area or table to work, or even work with another teacher to finish. 

In the virtual learning environment, this can be a challenge. Consider having families receive a message that their child needs extra time, and he/she can lower the volume on his/her microphone to focus and complete the assignment. Family members should be made aware of how to encourage their child to keep a healthy pace, and to notice frustration. This could signal a need for a break and the assignment could be finished later, or they can consult with the teacher on how to proceed. Now, I know what you're thinking! How can this all happen when you are working with other students? I like to have "quick solutions" that I share with my families early on in the year such as sending a message on Class Dojo explaining what is happening, and I give them quick advice. For example I'll say: "Thank you for letting me know. Have ____ come back to class and we can discuss this together after school." This allows the flow to continue with your other students, and yet the individual student who needs additional time has a solution as well. Another option is to have students go into a breakout room on Zoom with a support teacher (if available) to have more time to work, as well as have a teacher who knows the assignment, and the student’s needs/IEP to assist him/her through the work. 

2. Re-reading/re-eplaining directions: This modification is often great for all the students in your class, and can be easily applied to the whole group. In a traditional learning environment, the teacher can re-read the directions, highlight the text using the Smartboard (or other applicable technology) and re-explain the directions as well. 

In the virtual learning environment, this particular modification doesn't necessarily need overthinking. I find myself re-reading and re-explaining every direction to all assignments to the whole group frequently. The difference comes when the students begin to work, there might be students who need it read consistently throughout the assignment to help with focusing, memory, or checking for understanding. Teachers should keep a close eye on the assignment, and when a student appears to forget what the direction was, have him or her re-tell it. They can do this out loud for you in a breakout room, to the whole class, or in the chat box. Sharing with the whole class is again a great strategy for all learners, and it's often helpful when students hear from each other! I often see a "lightbulb" moment when a peer explains or reads rather than a teacher. Again, this modification can be applied by families. By modeling how to re-read and re-explain, you can send a short message to families letting them know that as long as their child's microphone is off, they can assist by re-explaining the direction directly to their child, or by having him/her read and explain it out loud. I again encourage extensive conversations for after school, emphasizing that school hours are for me to dedicate my time to students, and we can always work as thinking partners after to see where adjustments may need to be made to help the student understand the directions. Highlighting, underlining, circling etc. can be done by the teacher, student, and family to help track the directions. This is something I often do in the traditional classroom, however I find that it's even easier virtually since it's digital. Procedures such as this should be taught at the beginning of the year, and you can use Screencastify to record. yourself using the technology so families can view how to use it as often as needed. 

I hope that this Part 1 has left you feeling more confident with applying these two types of modifications in your new learning environment, and also more curious about other modifications that we use! I have my list of modifications I will be writing about, however if there are specific ones you'd like to see first, please give a shout out! 

Final Thoughts: Keep reviewing your students' IEP and 504 plans. Keep discussions about modifications going with families and other teachers on your team. Keep reading and researching how modifications can be applied in different learning environments, and finally, keep your students at the heart of what you do, and you'll never underserve them!