The New Modifications Part 3

Welcome again to my mini-series on modifications! 

Every teacher, special education and general education implements them. They are the lay of the land in special ed., and for those of us that have been practicing in the field for a while, we think in modification mode frequently. (Yes you can laugh at that as I did, but we all know the elemental truth is we geek out on this stuff!) 

In the different learning environments we are experiencing today, modifying work for students has become more of a challenge, rather than a natural part of differentiated instruction that teachers weave into their practice. I have had to think outside the box for ways to alter and implement modifications to help my students. Specific 504 and IEP plans are helpful in that I have a direct list of what the student needs, and the modification list for general ed. students allows me to "mix-and-match" as I go to apply what is necessary. 

The modifications I've selected to discuss today have been recent ones my co-teacher and I are starting to discuss more in-depth as we continue the academic year, realizing that this particular area needs additional thought and attention: Assessments 

Assessment guidance: When students are completing an assessment (quiz, classwork activity, test, etc.) modifications are always used to support them so an accurate picture of what the student has mastered can be shown. Having students complete their assessments from at home create a wide gap with how we can directly help them. First, utilizing breakout rooms for students that experience the greatest difficulty completing online work has helped us in our class. Often, utilizing technology is the biggest barrier in students' work. All teachers must carefully consider how to best administer each assessment. Be sure to walk students through the assessment to demonstrate the different types of questions they will experience. If possible, structure an activity the day before with similar questions for them to see. You can also create a video for them to review after school hours how to answer the different types of questions they'll see.  I've found lately that walking through the assessment step-by-step has afforded everyone the time to receive additional assistance such as re-explaining of directions, more time, etc. which benefits all. From there, students who need a more tailored experience can receive it should you have a co-teaching situation. For teachers who are working independently, this certainly poses a challenge, however, this is where family members who are able to work with their child throughout the day can be your greatest asset. Take the time to explain to families how they can effectively support their child through an assessment without providing answers. For students with IEP and 504 plans, suggest to the family to review the appropriate modifications that can be applied- they are eligible for the teachers at home too! Lastly, offer to help the student(s) individually or in a small group at another time when the other students are taking a break, have independent reading time, after school etc. At times, we also have to consider an alternate assessment all together. This is not always possible given the rigor of most curriculums, however if the opportunity arises to have students showcase their learning through project-based learning, (PBL) a portfolio, visual/project, presentation etc., we should carefully consider these options. Even with virtual learning, students often prefer a project! 

Scribing: This modification might seem a bit out of place since much of what we are doing is online. Writing is becoming an obsolete craft, however more prevalent than ever at the same time. For younger students and those with fine motor difficulties, scribing has grown in necessity. Many students are still learning to type, and even more are using a touch-screen device in which learning keyboarding isn't warranted. When students have to type a writing piece in Google Docs, answer short answers in Google Forms, provide context clues from a text, etc., typing answers is often frustrating and restricting. One way to assist students is to have them handwrite their answers first, and then type it. Another choice would be to have the students write their answers, and again family members can type what they wrote. Be specific in telling those offering help to not change what the student wrote in anyway, but they can ask their child to clarify what they wrote if handwriting is illegible. Yet another solution is to have students orally state their answer and a teacher can assist with recording it. Finally, using speech-to-text is a great tech feature that students with learning diversities should be shown. Learning this tool can increase independence as well as have students read the text after and learn how to compose their answer. 

There is no doubt that assessments are required and a integral part of our work as teachers. Rather than let them discourage us and feel helpless in the new learning environments before us, we can anticipate student needs and prepare for them as assessments are given. I've found making alterations in assessments (the standard ones that are derived from curriculum) using Kami has been very helpful. I personally have seen in my class this year that students are struggling with the format of a Google Doc for quizzes, so I convert the file to Kami ahead of time, alter directions, include written or oral comments, and specify directions before the quiz/assignment is given to start them off on the right foot. We have to be vigilant in knowing our assessments in order to successfully modify them this year (and in the future!) 

Final Thoughts- Keep getting to know your students; the more you know about them, the better you can plan for assessments. Keep looking ahead to the final product. Knowing the assessment helps you plan your lessons as well as alter the assessment in advance. Keep working closely with families so they are aware of what and how to modify work for their child. This is a team effort!