For students with accommodations, the content of the standard remains the same, but the method for learning and demonstrating proficiency of the standard(s) may be adjusted. For example, a student may need extra time in order to complete assignments.

For students with modifications, the content of the standard remains the same but the delivery of the content is modified or altered. For example, a student may be required to answer less questions on a test than his or her peers.

The IEP and 504 Team make decisions regarding what content areas, if any, require modifications of the grade-level standards. For some special education students with significant disabilities, it may be necessary for the IEP team to significantly change the skill level or content of the standard. For all students with an IEP, a supplemental progress report is provided to identify how students are performing on appropriately challenging learning tasks as outlined in the goals and objectives of their IEP. For additional information specific to your child, please see your child’s general education teacher, case manager or special education teacher.

Modifications and accommodations in your child’s IEP are written to support his or her progress on grade-level standards. Your child’s progress will be assessed and reported using grade-level standards, with the appropriate accommodations or modifications as outlined in the IEP. We strive through our district teaching and assessments to help all students master grade-level curriculum standards. Different students make progress at different rates, so standards may be met in varying amounts of time with varying amounts of teacher support.