Interventions/Accomodations What's the difference? Samples

What’s the difference between an intervention and an accommodation?

Delaware Department of Education’s (DOE) definition of an intervention is:

• An intervention is focused on specific, targeted performance deficits identified through scientifically researched based screenings and/or diagnostic assessment.
  
• Interventions are provided in addition to the core curriculum with the intent of improving the at risk student’s proficiency in meeting grade level expectations.


• Interventions may be selected through a standard treatment protocol approach or a problem solving approach.
  
• Interventions require either the teaching of a researched based strategy or a skill that is focused on increasing the at risk student’s proficiency in the targeted area, either academically or behaviorally.
  
• Success of the intervention is determined by collecting data on it’s effectiveness in improving student performance through progress monitoring.

Accommodations are frequently referenced with regard to students with disabilities.

Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provide equitable access to the general (core) curriculum during instruction and assessments for students with disabilities.

Accommodations are intended to reduce or even eliminate the effects of a student’s disability. Accommodations do not reduce learning expectations.

Accommodations typically refer to testing situations. Students who have IEPs typically have testing accommodations and daily classroom accommodations. Please see a list of sample accommodations below. (Please note: THESE ARE NOT INTERVENTIONS)

Testing Accommodations
· Read aloud words, phrases, sentences in questions, or answer choices
· Allow oral responses
· Use a scribe
· Vary the testing format
· Allow use of technology
· Give extra time for completion
· Divide into more than one administration
· Shorten length of a long test
· Limit answer choices
· Allow test to be given in a smaller group
· Change time of day or test
· Change testing location
· Provide monitored test breaks
· Follow district/state guidelines for testing allowances

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Interventions Used in Capital School Distict:

DIBELS Strategic Students: (Usually TIER II students -- Students who IST Teams have met and determinded goals and interventions -- see Sample Documentation Sheet)

DIBELS Intensive Students: (These students will begin the IST process as TIER II Students --See Tab for information about TIER II. If progress is not made, IST team reconvenes and decisions are made whether to move the student to TIER III.)

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General Supports to Consider: Supports may be considered a subset of accommodations. Usually technological in nature (ie. High tech support such as, communications devices, computers, IPods, and various software programs, or low tech supports such as adaptive equipment), they allow the student to either access the core curriculum and/or effectively and efficiently communicate their knowledge and learning.

Reading Supports
· Use books on tape
· Provide books/study sheets with key phrases/words highlighted
· Allow use of tape recorders
· Use visuals to add meaning
· Allow students to highlight key points
· Provide bulleted information
· Use audible reading software
· Practice skills using electronic devices
· Provide graphic organizers
· Use direct teacher and strategy instruction
· Use small group instruction
· Use paired reading and echo reading
· Use magnifying bars
· Use word frames
· Present new vocabulary visually
· Describe visual examples
· Use study aids/manipulatives
· Exempt from reading aloud before peers
· Use live reader (e.g., peer)

Writing/Written Expression Supports
· Use a keyboard
· Utilize content outline with major points in bold
· Allow student to tape record lesson
· Provide hard copy of class notes
· Allow oral response
· Use a scribe
· Provide additional time to complete assignments
· Do not penalize for handwriting or spelling errors
· Tape record student thoughts prior to writing
· Use a personal dictionary and thesaurus
· Use graphic organizer to plan composition
· Provide different kinds and colors of paper
· Allow extra time for written and/or oral responses
· Tape essay responses
· Use visual instructional aids
· Allow use of a computer
· Use activity sheets that require minimal writing.

Classroom Environment Supports
· Reduce unnecessary visual stimuli/clutter
· Seat student in low traffic area
· Eliminate distracters from desk
· Stand near students when instructions are given
· Post daily routine in writing in a visible location
· Allow the student frequent breaks if needed
· Include opportunities for physical activity
· Use a study carrel
· Keep extra supply of pencils, pens, and paper
· Have a pre-arranged cue for the student to leave room
· Use a checklist to check off completed tasks
· Allow student to sit on a T-stool/balance ball or stand while working
· Use earplugs/headphones to minimize noise
· Allow student to transition ahead of the class.

Instructional Supports
· Use peer-individual tutoring
· Use pairs or small group work
· Provide copy of class notes
· Provide enlarged copies of handouts
· Allow recording of oral instruction
· Incorporate technology into lesson
· Use overhead and other visuals in oral presentations
· Provide copy of projected materials
· Tech specific study skills
· Allow variety of student responses
· Accept computer processed or typed assignments
· Face students for lip reading
· Provide written and verbal directions with visuals when possible
· Highlight key points within written text/material
· Encourage student to repeat directions orally

Materials Supports
· Assignment notebooks/calendars
· Models or examples of end product
· Written copy of teacher/text/content notes
· Visual aids (e.g., flash cards, fact charts)
· Manipulatives
· Colors overlays
· Content vocabulary study cards with graphics
· Major points highlighted, italicized, or bolded
· Highlighters/highlighter tape
· Tape recorded articles/books
· Human reader (tutor, teacher, peer)
· Study partner to clarify directions
· Graphic organizers

Behavior Supports
· Set clearly defined standards
· Remind students of rules periodically
· Use private signals for reminders
· Assign preferential seating
· Employ teacher proximity
· Make direct eye contact
· Include positive reinforcement and incentives
· Take frequent breaks
· Monitor closely during transitions
· Use calming down or relaxation techniques
· Assign a safe place for ‘cooling down’ or ‘regrouping’ when a student becomes frustrated
· Hold confidential conference and/or discussion on behavior
· Use signals for transitions in advance
· Develop a behavior contract
· Provide a Behavior Improvement Plan

Time Management Supports
· Incorporate breaks between work periods
· Allow extra time for completion of tasks
· Cross off completed tasks from a list on desk
· Provide additional time for homework completion
· Allow extra time for written responses
· Reduce amount of work load from original assignment
· Provide a special location for turning in work
· Use multiple reminders to inform students of upcoming transitions or changes in activity
· Provide a timer for students to use to manage tasks
· Use time management tools (e.g., daily planner, assignment sheet, calendar)
· Extended time for projects, assignment, or assessments
· Change schedule or order of activities to reduce fatigue

Homework Supports
· Display examples/models.
· Provide written and verbal directions
· Break assignments into smaller segments or tasks
· Reduce assignment
· Assign special projects or give alternative assignment
· Extend time for completion of tasks
· Allow oral responses
· Allow audiotaped response
· Allow extra credit
· Assign a study buddy who can copy assignments
· Check that all homework/assignments are written correctly in planner, calendar or homework book
· Sequence the steps in a task by numbering
· Give reminders about due dates for long-term assignments
· Give directions in small steps