Accommodations, Well-worded (1).xlsx

	A	B
1	Need	Suggestions

2	1:1 and small group instruction frequently necessary for progress	If the teacher needs to offer her more support individually than can do and still teach the others, will need to consider csc referral, but only after SST has helped with interventions
3	access to social-emotional support	Allowthe student to go immediately to a safe place like the school counselor, school psychologist or school nurse when requested and acknowledged through an agreed upon cue, rather than waiting for a more appropriate time in the lesson. - log will be used to monitor time away.
4	access to social-emotional support	Permit access to emotional support person when requested verbally or by using agreed upon visual cue. Use log to monitor time from classroom.
5	Assessments - blank paper	Will be provided additional blank paper during assessments when permitted by the testing company.
6	assessments - breaks (not listed above)	Breaks during testing will include putting his head down, looking out the window, stretching in his seat, etc. and will be prompted after 2 minutes to begin working again (this is a form of cuing back to task rather than an official break- timing will not be paused).
7	Assessments - easily distracted	Specified area. For this student, specialized area means away from high traffic flow, away from obvious distractions, offer/provide study carrel, seat at least 3 feet from peers (etc- be specific)
8	assessments - extra time	Discretely remindthe student that she is permitted extra time to complete assessments and this extra time will be logged for tracking purposes.
9	Assessments - Extra time	Use the "extra time" drop-down option which will automoatcially indicate %150 of typical- collect data (logs) to support the need.
10	Assessments - Frequent Breaks	This will pull the student from the usual classroom setting to a location with others who also receive frequent breaks. This is very restrictive for a 504 student. Make sure there is plenty of data to support the need. Can the need be mangaged through a break before and after testing?
11	assessments - paper-based	this is not just for inattention or rushing. this should be considered for students who due to siezures or concussion, etc. cannot look at a computer screen.
12	Assessments - Separate location	this will move the studnet OFF campus. This is intended for medical homebound students and others who will not take assessments on campus. This should rarely be used.
13	Assessments - Small group testing	This will move the student from their general classroom to a separate setting or setting with others who have the same accommodations. This is very restrictive and should have lots of data to support the need. Consider specialized area as a less restrictive alternative.
14	assessments - So inattentive and off-task that the team is considering Test administrator monitoring of proper placement of student responses	this is extremely restrictive. Consider specified area and cue to task before considering anything this restrictive that would require 1:1 support from an adult.
15	assessments - specified area	Specified area for assessments means away from high traffic flow and other obvious distractions (provide study carrel?- no need to say where can be redirected, as proctor should be walking the room and redirecting anyone who need it).
16	Assessments - time of day	Use drop down, but explain below: Specified Time of Day for assessments means that prior to initiating testing, if the student reports being unable to think or concentrate (due to headaches, low blood sugar, etc.), the test will be provided at a later time, as long as it is completed within the testing window.
17	assignment - communication	Provide means for parents and student to verify assignment due dates and expectations from home (i.e., website, google doc, agenda with information verified, photo of assignment from the board; e-mails, notes, or phone calls).
18	assignment - communication	Provide method for parents and students to easily check due dates and expectations for assignments (i.e., web-site, google doc, e-mail, phone calls).
19	assignment - communication	Teacher will remind the student to turn in completed assignments and will notify parents in person, by phone, e-mail or other agreed upon means when work is not turned in.
20	assignment - communication	Teacher will notify parents when the student has classwork that needs to be completed at home.
21	assignment - communication	Teacher will prompt student to bring planner or assignment log to teacher for verification that assignments due are documented in the planner or homework log OR teacher will post assignments in a google doc that can be accessed by student and parents.
22	assignment - communication	Provide clear due dates and expectations accessible from home either through virtual classroom, website, e-mails or agenda that has been checked and shown to be accurately completed.
23	assignment - communication	Prompt student to write assignments into an assignment log, notebook, or calendar [consider accommodation where teacher provides clear due dates and expectations on a website, google doc, or other location accessible outside the school day by student and parents- most teachers already do this with Google classroom]
24	assignment - communication	Individually prompt the student to write assignments in his assignment log/planner/agenda/calendar (if he has a phone, does he have permission to turn on the phone, take a photo of the assignment and turn the phone back off and placed back in the backpack?) Another idea is to have teacher provide assignment due dates and expectations in a location where student and parents can access the information outside the school-day. Many teachers already do this with Google Classroom.
25	assignment - communication	Provide grades, assignment information and means for asking questions through a tool accessible from home such as a virtual classroom, gradespeed, etc.
26	assignment - communication	Monitor use of tool for writing homework assignments or provide clear due dates in a tool that can be accessed from home such as a google doc, website post, google classroom file, etc.
27	assignment - extra time	Extra time for assignments- allow to turn in one class meeting after the due date without penalty.
28	Assignment- chunking	Chunk assignments into smaller pieces or less information on a page (discuss which).
29	Attention to details	For all tasks requiring the student to read and act. Mark key words (or remind the student to mark key words- team decides) to help with attention to detail.
30	bathroom	Permit bathroom use despite what may be occurring in class- log may be used for monitoring purposes.
31	Behavior	Use a Behavior Plan that focuses on 1-3 desired behaviors (choose them as a team) and reward with a menu of rewards motivating for the student.
32	Breaks - communication	Tell the student “You may take a break” and allow it but do not force it, when the student appears overwhelmed (stammers, pulls inwards, puts his head down). Do not ask him if he is O.K. A log may be used to monitor periods of missed instruction.
33	Breaks	Allow the student a break if he shows his “take a break card.” A log may be used to monitor periods of missed instruction.
34	Breaks	Allow student to walk to the water fountain or restroom after sustained attention of 15 minutes or more.
35	breaks	Allow for short breaks within designated area: Allow short breaks taken discretely and not more than three minutes at a time. Keep logs for monitoring purposes when permitted to leave the room.
36	Breaks	Allow for short breaks/opportunity for discrete movement such as standing (near the periphery of the room), walking to approved location and spending no more than three minutes per break during instruction, when requested by the student or when prompted discretely by the teacher due to clearly off task behavior. Log will be used to monitor time away from instruction.
37	Breaks - restroom/water/snacks	Allowed to go to the restroom/water/snacks- I would clarify with acknowledgement from teacher, with sign out, etc., so it can be monitored. May want agreed upon non-verbal from both student and teacher for acknowledgement, so teacher does not suddenly find her missing.
38	Breaks - movement	Provide short breaks and/or opportunity for movement during classwork which may include looking out the window, closing eyes, or putting head down after cuing to teacher that she just needs a visual break.
39	Breaks - need for movement	Allow breaks and opportunity for movement – documenting when it leads to missed instruction (leaving classroom or not able to complete work).
40	Breaks - Need for self-calming	Provide space for self-calming and discretely and gently prompt the use of breaks and self-calming when student appears agitated (tense facial expression, clenched sists, grit teeth, etc.)
41	Breaks - noise or temperature	Allow access to approved quiet, relatively dark, temperature-controlled setting, (i.e., area of the room, front office, offices of the school counselor or school nurse, library, etc.) likely to be accessed during noisy activities or when sudden environmental temperature changes occur- logging location for monitoring purposes is recommended.
42	Breaks - prompting	Monitor for signs of stress or worry and discretely prompt to take a break and/or use self-calming strategies (need to know the student's signs- discuss as a team).
43	Breaks - self-calming - agitated	Provide space for self-calming and discretely and gently prompt the use of breaks and self-calming when student appears agitated (tense facial expression, clenched sists, grit teeth, etc.)
44	Breaks - social-emotional support	Allow student to access social emotional support person upon request (even during direct instruction time) – log time away from class for monitoring. (all content areas should be marked)
45	Breaks - social-emotional support	Allow access to individuals such as the school psychologist, school counselor or school nurse upon request (logging exit and entry is appropriate).
46	cannot read cursive	Provide written instruction in print rather than cursive.
47	Check for understanding	Check for understanding by asking the student to repeat directions in his own words. Rephrase directions if clearly not understood.
48	communication	Respond to e-mails or chats from the student or parent within 24 hours (school-hours if the answer is not needed before the next school-day)
49	Communication with parents	*communicate daily- but does student always have work to complete daily? If not, then just keep teacher will send notes via agenda, notebook, notes, or e-mail daily about performance and any assignments that need to be completed.
50	Communication with parents	Respond to questions sent via note, chat, or e-mail within 24 hours.
51	Cue to task	Discretely cue to initiate or remain on task, when clearly off-task (document to determine if planned ignoring needs to occur to reduce negative interactions).
52	Directions	Provide directions orally and in writing then check for understanding and rephrase if clearly not understood.
53	DVS	During remote or virtual instruction, provide small-group or individual instruction of at least 10 minutes per school-day to monitor for understanding and ensure understanding.
54	ESOL accommodations	Due to ESOL status, student requires... (include the ESOL accommodation)
55	Extra time - assessments	For classroom assessments, teacher will note the additional time to compare with time typical peers spent on the assessment for documentation purposes.
56	Extra time - assignments	Use number of class meetings to be clear- usually 1-2 class periods beyond the typical due date without penalty (they could turn it in later with the same penalty others do, but one day penalty starts after this extension)
57	Extra time - assignments	consider reducing the amount of work required. There are still only 24 hours in a day and we don't want the student to always be behind eveyrone else. "Reduce the amount of work required as long as progress towards mastery of the standards can still be measured."
58	Extra time - assignments	Allow one (or two- team decision) additional class meeting to turn in completed work beyond the due date without penalty.
59	Extra time - assignments OR reduce work	when reduced assignments are not possible, allow one additional class period to turn in assignments after the due date without penalty.
60	eye-contact	Do not require eye contact, but prompt student to look in your general direction (forehead, ear, nose) while listening.
61	faints - passes out - has seizures - is in danger of self-harm	For safety reasons, someone must accompany this student at all times and know how to access help if the student passes out/faints (etc.).
62	Fidget - sensory input	Provide a Velcro strip inside or under his desk, to help reduce the touching and moving of items within his desk.
63	Fidgets	Allow student to use a fidget as long as it does not become a distraction to self or others.
64	Fidgets	Permit the use of fidgets as long as they do not become an obvious distraction to himself or others.
65	Flexible seating	Provide for flexible seating such as standing within a clearly defined space with standing desk or clipboard if writing is expected, sitting at a separate location within the room (when student chooses), etc.
66	Flexible seating	Provide a space where the student can sit away from others, but do not require it.
67	Flexible seating	Allow student to move within specified area and using approved flexible seating or standing options.
68	Flexible seating	Provide flexible seating and allow for movement within designated area
69	flexible seating	Mark this student's designated space(s) for working and for self-calm. If permitted to stand/walk in the room, these markings are intended to remind him of where he is permitted to stand/walk.
70	food contact (touch) allergy	Signs will be posted noting that products containing this ingredient (gluten, peanuts, dairy, etc.) should be avoided in the classroom.
71	Food ingestion allergy	Student will be directed to wash hands before eating.
72	Food touch or ingestion allergy	Specified area: Area will be wiped down prior to student use with clearn wipe.
73	Frustrated	*Remove “when he is feeling frustrated” because the adult may not know when he is frustrated. Either allow when students asks, or allow when teacher sees the student is visibly frustrated. Is teacher expected to prompt the student?
74	Frustration	Provide positive reinforcement as early in a frustration cycle as possible (best to be specific based on the frustration cycle for this specific student)
75	Frustration	Break large assignments into smaller, more manageable parts.
76	Hearing impairment	Allow the student to sit where he has clear view of instructional materials and teacher or peers leading instruction.
77	Hearing impairment	Consult with the hearing-impairment teacher when the student is enrolled in a new class.
78	Hearing impairment	Face the student and be clearly visible when speaking to him.
79	Hearing impairment	Notify the student through gentle tap on shoulder to direct his attention to the speaker if not looking already.
80	Hearing Impairment	If showing visuals, do not expect the student to look at the visuals while also listening to instruction. Instead allow time for the student to look at the visuals before or after speaking.
81	Hearing Impairment	Teachers will wear clear masks, so student can see their lips when speaking.
82	Hearing Impairment	During class discussions, teachers will repeat clearly and while looking at student what peers have contributed to the discussion.
83	hearing impairment and Vision impairment?	Use large font captioning when available for online instruction or videos.
84	Inattention - multi-step - math	Remind the student to mark key words in math word problem to help see the necessary steps (not during assessments, but possibly prior to them if permitted by the testing company).
85	Lengthy written assginments	Provide word processing device for lengthy written classroom assignments/allow for home assignments of more than three sentences and reduce the number of sentences expected as long as progress towards the standard can still be measured.
86	Listening comprehension - attention	Monitor for understanding and ifthe studentl is not able to explain in own words or provide example, clarify or rephrase- this is true for assessment directions too as long as the testing company permits it.
87	Listening comprehension/attention	provide step-by-step instructions and/or visual supports for orally provided instructions/directions to tasks.m
88	Listening comprehension/attention	Subsidize oral instructions with written or visual supports such as step-by-step instructions, rubric, etc.
89	Listening comprehension/attention	Monitor for understanding by asking the student to tell you in own words what is expected and then clarify if not understanding and log time spent.
90	Monitor for Understanding	Monitor understanding of instructions/directions by asking student to reword and then offer clarification (log this) when not understanding.
91	Monitor for Understanding	Monitor for understanding task expectations by asking the student to use own words to explain, then clarify or reteach if not understanding- log additional time used for this.
92	monitor for Understanding	Monitor for understanding and if student is not able to explain or model what is expected, then rephrase, during class and during tests when the testing company permits it.
93	Monitor for understanding	Monitor for understanding: Make sure he understands the requirements of a task (understands the directions) by having him restate in his own words or model/provide his own example. Restate/rephrase if he has not understood. Provide this for assessment as long as the testing company permits it.
94	Multi-step directions	Teacher will provide the student with a checklist or reference sheet to keep track of multi-step directions/tasks.
95	Multi-step directions - attention to detail	Help the student learn to write step-by-step directions for multi-step tasks and assignments by initially providing them while talking through the process and building his capacity to write them himself by (provide a date)
96	need for movement	Provide opportunity for movement: Provide flexible seating that discretely allows for movement such as stool, standing, wiggle cushion, etc. and If permitted to leave the room, keep logs for monitoring purposes.
97	need for movement	allow movement within a designated space (mark with tape or furniture arrangement).
98	need for movement	Provide short breaks/opportunity for movement within designated space.
99	NO accommodations needed, but eligible	Due to mitigating measures, although the student qualifies for 504 protections, she does not currently need accommodations. If accommodations appear needed, contact the 504 Team Chair.
100	note-taking	Provide guided notes (fill in the blank) or provide a copy of the notes, when students are expected to take notes in class.