DEPARTMENT OF STUDENT AND FAMILY SERVICES 504 Student Accommodation Plan

Date Written: 12/13/13 Student: Alisa Shafer Parent Name(s): Robert R. Shafer Building: Weeks Middle School Plan Facilitator: Ella M. Cowherd, 504 Building Coordinator Reviewed: Grade: 8 Date of Birth: 8/04/2000

Areas of Strength: Math: Persistent, motivated, good effort, self-determination Math Intervention: Attentive, volunteers a lot, good note taking Civics: Alisa is an excellent writer. Her journals are fantastic. Literacy: Respectful, participates Science: She is very creative and a great worker. She puts in so much effort to all of her work. Describe Areas of Concern Based on Eligibility Determination: Math: Needs additional time for tasks, tests. Test anxiety, directions repeated/restated Civics: Alisa avoids participation and group work. She also has difficulty on district assessments. Literacy: Motivation to do retakes on CFAs Science: She tends to work slowly and that can make her fall behind. 2010

Date of Eligibility Determination: Parent: Robert R. Shafer Administrator: Dr. Farris, Vice Principal

Team Members: Teacher: Ms. Major Other: Ms. Cowherd, 504 Building Coordinator School Nurse: Ms. Paul Other:

Areas of Difficulty Classroom

Accommodations Allow Alisa think time when stressed. She may be sent to the restroom, fountain, or for a short walk in the hallway to refocus.

Person Responsible Teacher Alisa

Progress Monitored/ Date of Review

Test taking

Alisa will be allowed to have extended time for class and state tests. Alisa will complete Iowa Assessments in a small setting. Alisa can request to have directions repeated when only one repetition is normally allowed. Break tests down into smaller sections Allow Alisa a break between sections Alisa may complete all classroom quizzes and tests in a smaller setting. She may request to go to Ms. Majors class to complete her assessments.

Staff

2010

8th Grade
Student Eli Hardwick Accommodation(s) Use a DMPS laptop for writing and organization (document and Email/call mom if he is not using laptop appropriately) Assist student in developing positive social relationships Give appropriate verbal cues for redirection Extended time for class/state tests Remediation in reading and understanding social conventions and cues Monitor work completion and contact mother if not completing work/any problem (call daily if necessary) Sit in close proximity to teaching/classroom instruction Sit by teacher/designated adult when testing. Option to read questions out loud If you notice he isnt focusing on test, tell him to read questions out loud Break tests down into smaller sections. Allow a break between sections Allow small window of time to leave classroom to gain his focus (i.e. restroom, water fountain) Allow student to use a manipulation device (i.e. paper clip) as needed to help him focus Allow a 5 minute break to calm himself down (he should have a permanent pass he will show as needed) He must return to class after 5 minutes If sent to nurse, send a short note with him explaining why he is there Extended time on all tests (including Iowa Test) Allowed to read all reading tests out loud to an adult (including Iowa Test) Allowed to talk through all directions and choices on tests (including Iowa Test) All tests may be read out loud to him. Testing in small group setting Prompted to focus as necessary Make him stay after school if he begins to fall behind (and contact parent) Ask Michael to repeat instructions back to the teacher as necessary to ensure understanding Allow Alisa think time when stressed She may be sent to the restroom, fountain, or for a short walk in the hallway to refocus Alisa will be allowed to have extended time for class and state tests Alisa will complete Iowa Assessments in a small setting Alisa can request to have directions repeated when only one repetition is normally allowed Break tests down into smaller sections Allow Alisa a break between sections Alisa may complete all classroom quizzes and tests in a smaller setting. She may request to go to Ms. Majors class to complete her assessments.

Anthony Rocha

Jonathan Alvarado

Michael Ludwick

Alisa Shafer

2010

7th grade
Student Jack Bond Accommodation(s) Zach Parson seating where he has personal space and not surrounded by others on all sides - as needed check out w/ behavior coach daily (release from class 3 minutes before end of day) Participate in morning social interaction/social skills with Drewis/Nelson seated at/near front teacher follow up after instructions given; Eddie will repeat multi-step assignments/instructions to teacher contact parents if grade falls below 70% allow "think time" when stressed (put head down on desk/take a break in Mrs. Cowherds office or Ms. Drewis/Oswalds room) consequences administered on the day of an infraction; discussions concerning the issue should occur with Eddie when he is calm; follow up with call to parents about the situation ASAP Portable word processor to help with writing/note taking Given hard copy of notes after class to compare with notes taken on word processor Extended time for class and state tests Complete assessments in a small setting Directions repeated (as needed) Directions read individually to her and/or clarified Face to face communication so Jessica can use body cues to support verbal instruction Visual supports (writing directions on board, use infocus) Seated in the front two rows or near teacher during instruction Teacher check with Jessica frequently for comprehension checks Needs additional help focusing on academic concepts. Seat in front or in close proximity to instruction Try to keep him awake if he falls asleep. If problems keeping him awake, send him to the nurse. If student complains of headache or respiratory issues send to the nurse immediately. Look for signs of staring off/stiffening muscles/contractions. If these occur, call the nurse immediately. If seizure occurs, place student on side to protect him from injury. If student mentions he has not eaten breakfast, send to the nurse. Student can self-limit physical activity. Do not force student to participate in physical education.

Edward Nolte

Jessica Snyder

Javier Rodriguez

2010

6th grade
Student Jarod Mazan Accommodation(s) Jarod can use of manipulation device to help with stress (i.e. eraser, paper clip, stress ball, etc.) Testing in small group setting Given a small window of time to leave classroom to regain focus (i.e. short walk, restroom, drink of water, or seat in the hallway) Use his mood circles to indicate stress level during class. (if he gets to yellow, tell him to take a break) Allowed early passing to get to classes held on a different floor in the building Jarod is not required to dress out in PE. Instead, he will take a seat next to the teacher upon entering class and wait for the teacher to tell him to move to a different location when class begins. At the end of PE, Jarod is allowed early passing to his next class Allowed to work in an alternate setting in a different location if teacher has a substitute Isabelle needs to work with the Child Guidance Counselor on social skills Isabelle needs preferential seating near the teacher or classroom instruction. If leisure reading becomes an issue in class, Isabelle will turn in her reading book to the teacher at the start of class to help her focus on her classwork. Isabelle will limit the number of off task questions daily during each class period. Each classroom teacher will determine how many off task questions are allowed. Isabelle will check out 2 minutes prior to the afternoon bell with the Vice Principal or Behavior Coach to discuss her day what went well or if there is anything bothering her.

Isabelle Pettinger

2010