REACH - Reaching to educate all children for heaven

The REACH (Reaching to Educate All Children for Heaven) initiative provides teachers with resources, training, and ongoing support.

Difference Between
Strategies and Modifications


Strategies provide different ways for students to take in information or communicate their knowledge back to the teacher. Strategies do not alter or lower the standards or expectations for the curriculum covered or material to be tested. Students are expected to meet the same standards set for all of the other students. Strategies do not change the measurement of work completed.


The term “modifications” refers to changes in the delivery, content, quantity, or instructional level of the classroom curriculum or test. Modifications create a different standard for children whose learning differences require more intense adjustments than simply making strategies. In effect, modifications result in lowering or raising the expectations and standards so that the students with learning differences are not expected to master the same academic content as the other students in the classroom. This could entail changing the material from what the rest of the class is learning, changing what the student will be tested on, or changing how s/he will be graded. The material is adjusted to the academic level and ability of the student. All reasonable strategies should be exhausted before resorting to modifications. The use of strategies does not affect the reporting of grades and credits on report cards or transcripts. It is recommended that modifications, however, be identified as “AL” (alternative learning); for example, “AL—U.S. History”. Grading and transcript procedures will be discussed in more detail on pages 51–52. The use of modifications requires parent permission and should be incorporated in a Measurable Action Plan (MAP). In secondary schools, ongoing communication with the registrar is imperative.


• Allow students to use manipulatives
• Adjust homework—such as every other problem
• Give student extra time to finish assignments or tests

• Allow students to use a calculator or multiplication tables during assignments or tests
• Allow, for example, a fifth grade student (where fractions and percentages are introduced) to work on basic arithmetic addition and subtraction instead
• Use an alternative math program on the student’s ability level

S P E L L I N G :

• Allow student to use a Franklin Speller
• Use word walls
• Have students make their own word dictionary

• Reduce spelling list
• Use a different spelling list on student’s ability level

R E A D I N G :

• Listen to the books on tape
• Tell students the reading segments they will read the next day so they can practice at home

• Read a different-level book on the same topic

W R I T I N G :

• Give students a copy of the notes, use a note taker, or No Carbon Required Paper
• Use a pencil grip
• Allow oral responses for written work

• Reduce writing to simple phrases or drawings

S C I E N C E :

• Provide visual information on the board during lectures
• Have students repeat back key concepts
• Provide hands-on activities

• Use a different textbook on an easier reading level
• Test only basic key concepts for each chapter
• Offer students alternative projects such as oral reports or visual projects to demonstrate knowledge of the material

T E S T I N G :

• Allow extended time
• Provide an alternative setting
• Read test orally to student

• Reduce test length
• Allow open book or notes for assignments or test
• Give a preview of the test in advance
• Only list two options for multiple choice
• Provide a word blank or answer key