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Individualized Structured Reminders

Using specific reminders to assist a student with time management tasks, typically beneficial for a student with an attention deficit or other disability that makes task-oriented, timed assignments challenging.

 

Allowable on at least one state assessment Allowable on state assessment: This accommodation is allowable on at least one state assessment. See which tests allow this accommodation

Assistive Technology Assistive Technology (AT): This accommodation includes AT. Be sure AT needs are included as accommodations on the IEP and that the PEIMS code reflects this.

Examples Include:

  • Physical reminders including paper clips, markers, or adhesive notes, to divide a test or assignment in sections.

  • Time-oriented, teacher-led reminders, including frequent reminders regarding time remaining to complete an assignment.

  • IEP-documented reminders that are part of a behavior plan.

  • Personal timers that signal the student to advance to the next question, page, or section.

  • Numbered, handwritten, or color-coded reminders and task lists that encourage the student to continue working to complete the assignment fully and in a timely fashion.

How to Implement:

  • 1.

    Review tests and/or assignments and determine when the student may need increased structured reminders.

    Review tests and/or assignments and determine when the student may need increased structured reminders.

  • 2.

    Develop a plan to implement the individualized structured reminders, relying on task behavior prompts in the student’s IEP and other sources of educational guidance.

    Develop a plan to implement the individualized structured reminders, relying on task behavior prompts in the student’s IEP and other sources of educational guidance.

  • 3.

    Introduce structured reminders during instruction.

    Introduce structured reminders during instruction.

  • 4.

    Give immediate reinforcement or corrective feedback.

    Give immediate reinforcement or corrective feedback.

  • 5.

    Monitor and record the student’s progress and the instructional effectiveness.

    Monitor and record the student’s progress and the instructional effectiveness.

  • 6.

    Share progress and effectiveness with the student, the educational team, and the family.

    Share progress and effectiveness with the student, the educational team, and the family.

Note: Review TEA policy document for individualized structured reminders during test administration.

State Assessment
Allowability

Some accommodations appropriate for instructional use may not be allowable on a statewide assessment. Select the state assessment to view the implementation policies.

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Type: Designated Support 

Assessments: all subjects, all grades

Student Eligibility Criteria:

  •  routinely and effectively uses this accommodation during classroom instruction and classroom testing

Same as STAAR

Same as STAAR

Same as STAAR