Requirements for all accommodations
The student will have the opportunity to learn how to use the accommodation in the classroom setting.
The accommodation will be used routinely by the student during instruction and assessment.
The student’s accommodation will be monitored for effectiveness and adjusted based on data.
Part 1: What must be considered first
1. Student characteristics:
- What are the student’s learning strengths and needs?
- Has parent input been requested?
2. TEKS/curriculum/instructional tasks/IEP
- How do the student’s learning needs affect the ability to master the grade-level TEKS?
- What are the instructional tasks required of the student?
3. State assessment
- Is the accommodation allowed for use on the state assessment? (Lack of allowability does not mean it should not be used instructionally.)
Part 2: Process of selection when the benefit of one accommodation over another is unclear
1. Measure student performance on a task without an accommodation to establish a baseline.
2. Try one accommodation at a time and compare outcome(s).
- What accommodation(s) will increase the student’s access to appropriate instruction and assessment by addressing the student’s learning needs and reducing the effect of the student’s disability or limitation?
3. Solicit student feedback and consider student’s goal(s) for lifelong independence.
4. The student’s IEP team decides on and documents the accommodation(s) that will be implemented.
5. Implement accommodation(s) with fidelity. Fidelity includes:
- Teaching the student how to use the accommodation
- Implementing the accommodation routinely
- Monitoring for effectiveness and level of independence
Click here: Guidelines For Making Appropriate Accommodation Selections and template.