QM Emergency Remote Instruction        

Accommodating Student Individualized Education Program
(IEP) & 504 Plans* in K-12 Education

Quality Matters has developed this document to serve as a companion document to QM’s K-12 Emergency Remote Instruction Checklist. When transitioning to Emergency Remote Instruction, all students should have the same, equitable opportunity to learn. For more information visit the United States Department of Education’s Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities (released 3.21.2020).  This document will show examples of what accommodations a student might have, suggestions for how you can address it while in a Remote Emergency Instruction situation, as well as how they relate to the Specific Review Standards from the QM K-12 Rubric™, Fifth Edition and the National Standards for Quality Online Teaching. As always, make sure to follow the guidelines and resources provided by your local school system.

*Following the suggestions on the QM Emergency Remote Instruction: Accommodating Student Individualized Education Program (IEP) & 504 Plans document does not guarantee or imply that particular country/federal/state/local accessibility regulations are met.

The following indicator from the National Standards for Quality Online Teaching applies in all situations:
A9: The online teacher can explain his or her responsibilities in carrying out local or national law, or mandates related to accessibility

Student Accommodation Example

Suggestions for how to address this during Emergency Remote Instruction:

Connections to QM K-12 Rubric Standard

Connections to the National Standards for Quality Online Teaching

Advanced notice of large assignments and tests

Do this as you usually would in your face-to-face class. Be transparent with your expectations.  

Priority Tip: Have a clear location, such as a checklist, with appropriate due dates. This will assist the student, and their Learning Guide*.

K-12 SRS 3.5 C | Expectations for successfully completing the course, earning course credit, and calculating grades are clearly defined for the learner and instructor.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

Alternative setting for tests

Encourage students to find the best area they can in their home where they will feel comfortable and have minimal distractions.

Priority Tip: You may need to allow students to choose a time where their environment is conducive to test taking. This will help if, for example, there are others in the home who may be engaged in synchronous learning, or a family member needs to be involved in a meeting, and the student needs a quiet space.

K-12 SRS 3.5 C | Expectations for successfully completing the course, earning course credit, and calculating grades are clearly defined for the learner and instructor.

Assigned to co-taught class

Students remain in their assigned class. Co-taught classes will have teachers working together to create, assign, and teach their materials just like they usually would.

Priority Tip: Local schools and districts are encouraged to make arrangements with Instructional Support Staff or Special Education teachers who can be available virtually to assist the student.

K-12 SRS 1.2 C | Learners are introduced to the purpose and structure of the course.

K-12 SRS 1.7 C | The self-introduction is appropriate and is clearly available in the course.

K-12 SRS 5.4 C | Standards for instructor responsiveness and availability are clearly stated.

A1: The online teacher meets the professional teaching standards or has academic credentials in the field in which he or she is teaching.

D4: The online teacher establishes relationships through timely and encouraging communication, using various formats.

F2: The online teacher communicates with appropriate school staff regarding specific accommodations, modifications, or needs and works in collaboration with others to address learner needs.

Chunking of information into smaller segments with tentative due dates

Even though the online delivery platform in which you are using will allow for students to do small amounts of work at a time, you may consider building smaller instructional chunks of learning for everyone in your classes, as they are all getting acclimated to this new learning environment.

Priority Tip: Let students with accommodations know that it is okay for them to do the work in small pieces, and that they will have a longer period of time to complete the work overall.

K-12 SRS 4.2 C | Instructional materials are integrated within the context of each lesson, and their intended use is clear.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

G7: The online teacher customizes instruction to personalize the learning experience based on performance and assessment data and learner need.

Extended time on assignments

Do this as you usually would in your face-to-face class. It is always good practice to create a pacing guide for your students when working remotely. You may need to create additional pacing guides with different expectations as per extended time accommodations.

Priority Tip:  Allow time for the Learning Guide* to assist around their schedule, including weekends, by providing due dates that are at least a week from the time a task is assigned.

K-12 SRS 3.2 C | Specific and descriptive criteria are provided for the evaluation of learners’ work and assist the instructor in determining the level of achievement of learning objectives or competencies.

K-12 SRS 3.5 C | Expectations for successfully completing the course, earning course credit, and calculating grades are clearly defined for the learner and instructor.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

Extended quiz/test time

To ensure equity, consider allowing that all quizzes and tests be taken over an extended time period. Now is not the time to enforce timed assessments.

K-12 SRS 3.2 C | Specific and descriptive criteria are provided for the evaluation of learners’ work and assist the instructor in determining the level of achievement of learning objectives or competencies.

K-12 SRS 3.5 C | Expectations for successfully completing the course, earning course credit, and calculating grades are clearly defined for the learner and instructor.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

Final grading (pass/fail vs. letter grading)

Grade as you usually would in your face-to-face class. Be transparent with your expectations.

K-12 SRS 3.5 C | Expectations for successfully completing the course, earning course credit, and calculating grades are clearly defined for the learner and instructor.

Frequent breaks

Allow for work to be done at a student’s own pace. If you have created a test that requires it to be completed once it has been started, ensure students know that they can take a break and come back to it as long as they leave their browser window open; caution them not to be away so  long that their device goes to sleep. Creating shorter assessments can help in avoiding this situation.

Priority Tip:  Asynchronous learning right now is key. Breaks do not need to be scheduled, but rather the content and design should be flexible enough to allow students to take breaks as needed for them.

K-12 SRS 3.5 C | Expectations for successfully completing the course, earning course credit, and calculating grades are clearly defined for the learner and instructor.

D3: The online teacher enables a learner-customized pace and/or path through instruction aligned with learners’ individual goals, learning trajectories, and interests.

Frequent prompts and checks for understanding

When building your online curriculum, consider adding quizzes after smaller instructional segments to check for understanding.  

K-12 SRS 3.3 C | Assessment strategies provide learners with opportunities to reflect on their progress towards meeting course requirements and mastering learning objectives or competencies.

D1: The online teacher uses digital tools to identify patterns in learner engagement and performance that will inform improvements to achieve individual learner growth.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

G8: The online teacher creates opportunities for learner self-assessment within courses.

Hearing impaired

Do this as you usually would in your face-to-face class. Direct students to use applications that have a talk-to-text feature.

Priority Tip: Students may need a headset and microphone in order to utilize some applications effectively. In some districts this may need to be provided.

K-12 SRS 8.3 C | The course provides accessible text and images in files, documents, LMS pages, and web pages to meet the needs of diverse learners.

F5: The online teacher recommends assistive technologies where appropriate to meet mandated needs and address learner preferences.

Help with organization

Ensure that the content that you post in your learning management system is organized, logical,  and consistent.  

K-12 SRS 8.1 T | Course navigation is logical, consistent, efficient, and intuitive.

K-12 SRS 8.2 T | The course design facilitates readability.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

H6: The teacher creates, selects, and organizes appropriate assignments and assessments to align curricular content with associated standards-based learning goals.

Larger print materials

Font size on a mobile device or computer can be adjusted, and/or the zoom feature can be used.

Priority Tip: Consult with your “Technology Integration Specialist,” or IT department to provide students and families instructions on how to do this.

K-12 SRS 8.3 C | The course provides accessible text and images in files, documents, LMS pages, and web pages to meet the needs of diverse learners.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

F5: The online teacher recommends assistive technologies where appropriate to meet mandated needs and address learner preferences.

Modified texts or alternative materials

Modify text and/or provide alternative materials as you usually would in your face-to-face class.

Priority Tip: Confirm that any and all instructional materials that you provide to students are purposeful- that they will contribute to the learning objectives in your course.

K-12 4.1 C | The instructional materials contribute to the achievement of the stated course- and module/unit-level learning objectives or competencies, and their relationship with learning objectives or competencies is clearly stated.

 K-12 4.3 C | The course content is appropriate to the reading level of the intended learners.

K-12 SRS 4.4 C | The instructional materials have sufficient depth, breadth, and currency.

K-12 SRS 8.3 C | The course provides accessible text and images in files, documents, LMS pages, and web pages to meet the needs of diverse learners.

B2: The online teacher incorporates discipline-specific technologies, tools, and resources to meet individual learner needs.

F4: The online teacher creates alternative formats of course materials, if needed, in order to meet the needs of diverse learners and accommodate alternative means of access.

F5: The online teacher recommends assistive technologies where appropriate to meet mandated needs and address learner preferences.

H6: The teacher creates, selects, and organizes appropriate assignments and assessments to align curricular content with associated standards-based learning goals.

Preferential seating

Students will be working from home, at their device. The school should provide guidance on how best to create a learning environment that will be most comfortable and productive for this student.

Priority Tip: Flexible seating in the face-to-face classroom has many benefits for students. Requiring that a student be sitting at a desk in a quiet area may not be the best environment for that particular student. Reclining on a couch could be the ideal situation.

K-12 SRS 1.1 T | Instructions make clear to learners how to get started and where to find essential course components.

K-12 SRS 7.2 T | Course instructions articulate or link to academic support services and resources that can help learners succeed in the course.

K-12 SRS 7.4 T | Course instructions articulate or link to the institution’s accessibility policies and services.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

Provide spoken retakes of quizzes/tests

Consider providing this through a synchronous tool like Facetime, Zoom, or Skype, if possible.

Priority Tip: Instructional Assistants may be needed to help out with this accommodation, and directions should be provided to students and families on how to access the tool being used.

D4: The online teacher establishes relationships through timely and encouraging communication, using various formats.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

F4: The online teacher creates alternative formats of course materials, if needed, in order to meet the needs of diverse learners and accommodate alternative means of access.

G1: The online teacher chooses appropriate assessment tools, which allow students the opportunity to demonstrate mastery of content.

Reduced homework or classwork

Do this as you usually would in your face-to-face class. You may need to provide separate additional guidance for these students.

K-12 SRS 3.5 C | Expectations for successfully completing the course, earning course credit, and calculating grades are clearly defined for the learner and instructor.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

Resubmission of assignments

This may require some adjustment of the settings in your learning management system or delivery portal.

Priority Tip: Check with your local IT or Tech. Integration support services for help. 

K-12 SRS 3.2 C | Specific and descriptive criteria are provided for the evaluation of learners’ work and assist the instructor in determining the level of achievement of learning objectives and competencies.

D5: The online teacher helps learners reach content mastery through instruction and quality feedback using various formats.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

G1: The online teacher chooses appropriate assessment tools, which allow students the opportunity to demonstrate mastery of content.

Retake only on areas not mastered by student

Do this as you usually would in your face-to-face class. You may need to create additional quizzes and/or test questions with only the questions pertaining to those particular learning objectives not mastered.

K-12 SRS 3.3 C | Assessment strategies provide learners with opportunities to reflect on their progress towards meeting course requirements and mastering learning objectives or competencies.

D5: The online teacher helps learners reach content mastery through instruction and quality feedback using various formats.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

G1: The online teacher chooses appropriate assessment tools, which allow students the opportunity to demonstrate mastery of content.

Retake of quizzes or tests

This may require some adjustment of the settings in your learning management system or delivery portal.

Priority Tip:  Check with your local IT or Tech. Integration support services for help.

K-12 SRS 3.2 C | Specific and descriptive criteria are provided for the evaluation of learners’ work and assist the instructor in determining the level of achievement of learning objectives and competencies.

K-12 SRS 3.3 C | Assessment strategies provide learners with opportunities to reflect on their progress towards meeting course requirements and mastering learning objectives or competencies.

D5: The online teacher helps learners reach content mastery through instruction and quality feedback using various formats.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

Guided notes

Do this as you usually would in your face-to-face class. You may need to work with the student to determine the best way to distribute the additional notes.

D5: The online teacher helps learners reach content mastery through instruction and quality feedback using various formats.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

Teacher frequently checks for comprehension of test directions, tests, questions, test format, assignment, and/or understanding of curriculum

While it is important to check in regularly with all of your students during this time, you may want to establish the best way for you to be in direct communication with students who have this type of accommodation.

K-12 SRS 3.3 C | Assessment strategies provide learners with opportunities to reflect on their progress towards meeting course requirements and mastering learning objectives or competencies.

K-12 SRS 5.4 C | Standards for instructor responsiveness and availability are clearly stated.

B3: The online teacher uses different types of tools to interact in online courses in order to nurture learner relationships, encourage learner interaction, and monitor and motivate learner engagement.

D1: The online teacher uses digital tools to identify patterns in learner engagement and performance that will inform improvements to achieve individual learner growth.

D5: The online teacher helps learners reach content mastery through instruction and quality feedback using various formats.

G5: The online teacher evaluates learner readiness and progress using formative and summative assessments and learner feedback throughout the course.

Use of mobile device or computer for assignments

In an Emergency Remote Situation, a student with this accommodation will most likely have access to a device assigned to them by the school or district to ensure continuity of learning.

Priority Tip: If students are using paper packets to complete assignments, these assignments need to be made digitally available to students with this type of accommodation.

K-12 SRS 1.3 T | Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.

B4: The online teacher demonstrates basic troubleshooting skills and addresses basic technical issues as they arise.

Use of Calculator

Students can use a calculator just as they would in a face-to-face classroom environment.

Priority Tip: When putting your content online, it is good practice to  assume that all students will be using a calculator.

K-12 SRS 1.3 T | Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.

Use of music while learning

Use of music should be allowed with or without headphones.  

N/A

Use of notes/notecards

Students can do this as they would in their face-to-face environment.

K-12 SRS 5.1 C | The learning activities promote the achievement of the stated learning objectives or competencies, and their relationship with learning objectives or competencies is clearly stated.

K-12 SRS 5.2 C | Learning activities provide opportunities for learner-content interaction that support active learning.

K-12 SRS 6.2 T | Course tools facilitate student engagement and promote active learning.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

Visual support

You may be posting videos for your student to watch as part of their learning experience. Learners should be able to stop, pause, and replay the video multiple times, as needed in order to take notes and work at a pace that is appropriate for them. Any video posted should have synchronous captions.

K-12 SRS 8.5 T | Course multimedia facilitate ease of use.

F1: The online teacher and support staff, where applicable, monitor and interpret learner progress and provide reasonable additional supports to all learners, paying particular attention to learners with identified disabilities or who represent underserved groups.

F4: The online teacher creates alternative formats of course materials, if needed, in order to meet the needs of diverse learners and accommodate alternative means of access.

H3: The online teacher incorporates diverse media into online learning modules.

H6: The teacher creates, selects, and organizes appropriate assignments and assessments to align curricular content with associated standards-based learning goals.

For tips on making your content accessible, visit the Quality Matters Accessibility and Usability Resource Site.

*Learning Guide: Any person who may be involved in assisting a student taking an online course. This may be a parent (other than a homeschool situation where the parent is the instructor), school aide, mentor, or teacher (who may or may not be acting as the course instructor). The Learning Guide may be involved in assisting the elementary student with using the technology, developing online learning habits/routines, and with reading and/or comprehending course materials as appropriate. The Learning Guide is physically present, with the student.

(Definition from the Glossary of The Quality Matters (2019). K-12 Rubric Workbook Standards for Course Design (Fifth Edition). Annapolis, MD. Copyright 2019. MarylandOnline, Inc.)

©2020 Quality Matters | Use permitted under the Fair Use Doctrine by any instructor to support the rapid move of their courses and teaching from face-to-face to remote delivery.