1. Establish the area of support:
What is the student’s area of need?
- Is there data to support this need?
2. Establish type(s) of accommodation needed:
- Task - Does the student need support with the task?
- Content - Does the student need support with the content?
- Material - Does the student need support with the material connected to the task and/or content?
3. Complete a task analysis:
Was the task broken down into manageable and logical pieces?
- Does the task analysis follow a logical and necessary sequence to maximize the student’s success?
4. Demonstrate or provide completed models:
- Was the student taught how to use the accommodation in various situations and were worked examples provided?
5. Guide the student with prompts as they are practicing a new skill:
- Will the student benefit from verbal, written, or visual prompts?
6. Provide visual aids:
Will the student benefit from visual reminders or checklists?
- Will a visual aid support the student’s efforts to remember and follow the steps or processes of a task?
7. Use increasingly complex examples:
- After learning how to use the accommodation, is the student applying the accommodation to more challenging tasks?
8. Phase out support:
What are appropriate ways to reduce the support?
- What is the plan to increase the student’s independence with the task?