In speaking with a new client the other day I was reminded that we sometimes get confused with ‘school speak’. Just like any industry we use language in a specific way. When it comes to IEP’s and 504’s it is important to be clear.

So to clarify the difference between an Accommodation and a Modification, here is the easiest way to remember. We accommodate the learner - access becomes easier. We modify the curriculum - what is learned can be changed.

We Accommodate The Learner. What does the learner, your student, need to make learning and the demonstration of that learning accessible? What needs to be learned is not changed. More time, a different mode of assessment, smaller workload (same amount of learned material), utilization of technology, etc. all are accommodations. A ramp, an elevator, a quiet work space all are accommodations. The list is virtually endless and never changes the learning outcome.

Accommodations are on both IEP’s and 504’s.

We Modify The Material. What we expect a child to learn, the pace of the learning including the depth of the learning all are modifications to the actual learning expectation. Sometimes modifications, because of the scope and depth of the change need to be presented in a different setting. Modifications can be minimal to so extreme that diplomas - the guarantee of learning - are not awarded.

Modifications to academics are only available on an IEP.

Changing what is learned - Modification. Providing support to a child so they can learn (what everyone else is learning) - Accommodation.

We accommodate and support the learner. We modify and change the material.

Have a question or concern - reach out - message or call for a 15 minute free consult.

That is the 180 day question. With no more information than most of you have, I believe strongly that school as it was in the past, will not be in our immediate future.

The ‘traditional’ way of preparing for the new school year will not play a significant role in getting ready for THIS year. Get ready we must. How we do that successfully for our children, ourselves and our families will take some figuring out.

So here is strategy #1.

Begin now to implement a home schedule that can blend seamlessly into the start of school. Traditionally, there is a ‘last of summer’ flurry of activity and then a dramatic change in schedule. Without a clear idea of when or what it will look like you should take the opportunity to gradually implement changes now that will more effortlessly blend into the fall.

You may want to:

● Establish parameters around meals, leisure activities and sleep time that can flex easily into a complex schedule.
● Structure free time now so that taking away preferred activities is not ‘because of school’
● Create ‘classroom space’ , with your child’s input, that is functional and fits your child’s and your needs. A rolling cart, with supplies, that can be put into a closet at the end of the ‘school day’ helps to separate home from school.
● Make an extra meal whenever possible to stock the freezer
● Enlist a support network

Strategy #2 CREATING A SUPPORT NETWORK FOR REMOTE LEARNING

To paraphrase a terrific children’s book. School this year is looking kind of CLOUDY WITH A WHOLE LOT OF CHAOS. Now is the time to do what all schools have been doing since closing their doors for the 2019 -2020 year.

Plan, Plan, Revise and Plan again.

The first part of the plan is to get together with your neighbors and strategize. If you are fortunate enough to live in a setting that has several children of school age, you have a terrific support network built in. A support network that includes you as one of several support people.

We are all familiar with the tagline - we are all in this together. Make that ‘Together’ work for you. At this point you have already experienced the remote learning concept. You know the pitfalls and needs. Act on them now.

So the challenge today is as follows:

1. Get in touch with other families on your street, or in close proximity, in your neighborhood to discuss what type of needs you have if children do not return to the brick and mortar school.
2. Listen and list - make no judgements.
3. Take your list and think about what type of support you can give. Be creative.

Here is a sample:

● Rotating parents to do read alouds on Zoom
● Having 1 or 2 other children in your home (socially distanced) during instruction on alternate days.
● Providing snacks/dinner for the ‘home classroom’ that day
● Set up a neighborhood lending library in your garage.
● Make Physical Education a neighborhood activity - obstacle course, jumping jack challenge, etc.
● Utilize zoom for study and book groups.

A note to schools. Instead of the usual way of making class rosters - group kids by location.  Support the neighborhood by creating neighborhood classrooms.

What ideas do you have? Share them below in the comments.

​Have a question or concern - reach out - message or call for a 15 minute free consult.