ACCOMMODATIONS AND MODIFICATIONS Subject Accommodations/ Modifications Needed Subject Accommodations/ Modifications Needed POINTS TO CONSIDER: The IEP team makes the determination of what modifications and individual accommodations are necessary for the student. Copies of this page should be provided to the general education teacher(s) or other staff who will be responsible for making these accommodations. Accommodations provided on state and districtwide assessments (as noted on the previous page) should be those that are provided as part of the regular instructional program. Presentation Setting Use large print/Braille/audio books Individualized/small group instruction Audio Digital Books Preferential seating Alter format of materials (highlight, type, spacing, color-code, etc.) Reduce environmental distractions (test/ study in separate location, noise buffers, etc.) Provide study outlines/guides/graphic organizers Other: Cloze Reading Strategy Response Read class materials orally Speech to Text Low-vision devices (magnifiers, Closed Circuit TV, etc.) Text to Speech Allow dictation to a scribe Sign Language – ASL or SEE Allow use of a calculator Shortened assignments Allow use of digital recordings Limited multiple choice Utilize oral responses to assignments/assessments Modify/repeat/model directions Rephrase test questions and/or directions Spelling and grammar check Hands-on assignments Provide test/assessment study guide Other: Provide extra credit options Simplify text wording/language Other Read class materials orally Provide desktop list of tasks Assign peer tutor/note taker Provide homework lists Other: Behavior plan/contract Provide daily assignment list/schedule Timing/Scheduling Modified grading (describe below): Prior notice of assignments/assessments Extra time to complete assignments Modify student’s schedule (describe below): Other: Other: Other: Extra time on assignments/assessments Allow breaks (during work, between tasks, during testing, etc.) Other: Other: Other: All subjects Reading English Spelling Math Science Social Studies History Health Economics Physical Education Music/Art Vocational Lunch/Recess Library Extracurricular Activities Other: Other: PURPOSE: The information on this page is a summary of the student’s program/services, including when services will begin, where they will be provided, who will be responsible for providing them, and when they will end. SUMMARY OF SERVICES MATRIX
Service Initiation Date Frequency (e.g., minutes per week) Location (setting) Duration (end date) Staff Responsible for Delivering Service POINTS TO CONSIDER: If the position responsible for delivering the specially designed instruction is anyone other than a certificated special education teacher or related service provider, then the certificated special education teacher/related service provider must design and supervise the instruction, and monitor and evaluate the student’s progress. For definitions of special education, related services, and supplementary aids and services, refer to WAC through -01200. Special Education (specially designed instruction): Related Services (i.e. – speech, motor, counseling, vision/hearing, transportation, interpreting services, orientation/mobility, parent training, etc.): Supplementary Aids and Services (allows student to be educated with non-disabled peers to the maximum extent in general education or other educational setting): Program Modifications or Support for School Personnel (i.e. – staff development/training, technical assistance, etc.): PURPOSE: The purpose of this page is to document the extent to which the student will be involved and progress in the general curriculum, participate in extracurricular and nonacademic activities and be educated and participate with other special education students and non-disabled students. Other education-related factors that may impact the student should also be considered. LEAST RESTRICTIVE ENVIRONMENT: Students ages 6 and above Choose one: