Administer test over multiple days or shorter sessions

Your child takes the test broken into smaller chunks over several days instead of all at once, so they don't get fatigued or overwhelmed.

Testing & Assessment

Order assignment problems from easiest to most difficult

Your child starts with easier problems to build confidence, then progresses to harder ones, rather than facing difficult problems first.

Assignment Presentation & Workload

Reduce homework assignments in length or frequency

Your child receives less homework overall or completes fewer problems than peers, focusing on practicing core skills rather than volume.

Assignment Presentation & Workload

Give immediate or frequent feedback on assignments

Your child receives quick feedback on their work (same day or during work) rather than waiting days, so they can correct mistakes right away.

Assignment Presentation & Workload

Allow revisions or corrections without penalty

Your child can redo assignments or correct mistakes after feedback without losing points, encouraging learning rather than penalizing initial errors.

Assignment Presentation & Workload

Practice presenting in small group before presenting to whole class

Your child rehearses their presentation with a small group or teacher first, building confidence before presenting to the whole class.

Assignment Presentation & Workload

Allow extended deadlines with advance notice of due dates

Your child gets a few extra days to complete assignments and receives a calendar showing when major projects are due well in advance.

Assignment Presentation & Workload

Provide frequent breaks (every 5–10 minutes) during independent work

Your child takes brief breaks every few minutes during work time to reset and refocus, which helps them stay on task longer.

Time Management & Transitions

Allow breaks during testing (every 10–15 minutes)

Your child can pause and step away from tests every 10–15 minutes to stretch, breathe, or reset before continuing.

Time Management & Transitions

Provide advance notice (5–10 minutes) before transitions or schedule changes

Your child is warned a few minutes before switching activities or classes, so they have time to wrap up and mentally prepare.

Time Management & Transitions

Allow flexible deadlines for major assignments and projects

Your child has a reasonable grace period to turn in bigger assignments without penalty, especially if they need to break work into smaller steps.

Time Management & Transitions

Allow movement breaks or opportunities to stand and stretch during instruction

Your child can stand, walk, or do a quick stretch during lessons to help them stay focused and manage restless energy.

Time Management & Transitions

Establish a consistent routine and structured schedule daily

The classroom follows a predictable routine each day so your child knows what to expect, which reduces anxiety and helps with focus.

Time Management & Transitions

Provide a personal timeout or quiet space to regroup before transitions

Your child can use a quiet area to calm down and prepare for the next activity, especially during busy or stressful transitions.

Time Management & Transitions

Provide a pass system to leave class for breaks without permission each time

Your child has a pass they can use to take a brief break (bathroom, walk, quiet space) without asking the teacher each time.

Time Management & Transitions

Provide verbal and visual transition warnings before activity changes

Your child is told and shown (with a timer or visual) when a change is coming, like 'In 5 minutes we'll clean up and go to lunch.'

Time Management & Transitions

Provide a private signal or code word to redirect behavior discreetly

The teacher will use a quiet signal (like a hand gesture or word) that only your child understands to let them know their behavior needs to change, avoiding embarrassment in front of peers.

Behavior & Emotional Regulation

Allow access to a designated safe space or calming area

Your child can leave the classroom and go to a quiet, pre-arranged area (like a sensory room or counselor's office) when feeling overwhelmed or stressed, to regain control.

Behavior & Emotional Regulation

Provide frequent check-ins with a preferred staff member

Your child meets regularly (morning, midday, end of day) with a trusted adult to review behavior, progress, and upcoming tasks so they stay on track.

Behavior & Emotional Regulation

Use immediate, concrete positive reinforcement for desired behaviors

When your child shows good behavior, they get a reward (points, sticker, or preferred activity) right away so they clearly understand what they did right.

Behavior & Emotional Regulation

Implement a token economy or point-based reward system

Your child earns tokens or points throughout the day for following expectations, which they can trade in for privileges or rewards.

Behavior & Emotional Regulation

Pair student with positive peer role models for classwork and mentoring

Your child works with classmates who model good behavior and social skills, helping them learn by example during group work and throughout the day.

Behavior & Emotional Regulation

Offer choices in how to complete and present work

Your child gets to choose how they complete tasks (e.g., written, oral, or video) and show what they know, which boosts motivation and reduces frustration.

Behavior & Emotional Regulation

Intersperse preferred tasks with non-preferred tasks (80/20 principle)

The teacher mixes easier or more enjoyable work with harder or less-preferred work, so your child stays motivated and willing to tackle challenging tasks.

Behavior & Emotional Regulation

Incorporate student's personal interests into activities and lessons

Teachers connect learning to your child's interests and hobbies so lessons feel relevant and engaging, which increases participation and reduces behavior problems.

Behavior & Emotional Regulation

Develop a written behavior contract with clear expectations and consequences

You, the school, and your child agree to and sign a plan listing specific behaviors expected, rewards for meeting them, and consequences if they're broken.

Behavior & Emotional Regulation

Provide immediate verbal or non-verbal feedback on behavior and work

Your child gets quick, specific feedback (praise or correction) right when behavior or work happens, so they understand the connection immediately.

Behavior & Emotional Regulation

Implement a Behavior Intervention Plan (BIP)

The school creates a detailed plan targeting your child's specific challenging behaviors, including triggers, prevention strategies, and responses that all staff will use consistently.

Behavior & Emotional Regulation

Use a pass system to allow classroom breaks without asking permission

Your child has a physical pass they can use to leave the classroom for a brief break when needed, respecting their dignity and reducing anxiety about asking permission.

Behavior & Emotional Regulation

Create meaningful classroom jobs or responsibilities for the student

Your child is given a valued responsibility (like class helper or equipment monitor) that builds confidence, provides structure, and gives them a positive role.

Behavior & Emotional Regulation

Establish clear, consistent expectations with predictable consequences

All staff use the same behavioral expectations and consequences in the same way, so your child always knows what to expect and can predict outcomes.

Behavior & Emotional Regulation

Use environmental modifications (seating, noise, lighting, movement)

The classroom is arranged to reduce distractions (like quiet seating, less visual clutter, or near movement areas) so your child can focus and regulate behavior better.

Behavior & Emotional Regulation

Request parental reinforcement of school-based behavior goals at home

The school sends home reports of your child's behavior and goals so you can reinforce the same expectations at home, creating consistency between school and home.

Behavior & Emotional Regulation

Reduce homework assignments when behavior is the primary concern

The teacher lowers the amount of homework so your child can focus on managing behavior at school without becoming overwhelmed at home.

Behavior & Emotional Regulation

Use a structured communication system (home-school journal or app)

School and home share daily reports (in a notebook or app) about your child's behavior and progress so everyone stays informed and on the same page.

Behavior & Emotional Regulation

Modify school rules that may unfairly impact your child's disability

If a school rule conflicts with your child's disability (like a 'no fidgeting' policy for an ADHD student), the school adjusts the rule to ensure equal access.

Behavior & Emotional Regulation

Teach specific social skills and emotional regulation strategies

Teachers explicitly teach your child skills like recognizing emotions, using calming techniques, and responding appropriately in social situations.

Behavior & Emotional Regulation

Use frequent praise and specific positive reinforcement for effort

Teachers give your child frequent, specific praise (e.g., 'Great job staying seated during math') to reinforce effort and build confidence.

Behavior & Emotional Regulation

Provide advance notice of transitions and schedule changes

Your child gets a warning before transitions (e.g., 'We're switching to math in 2 minutes') or learns about schedule changes ahead of time to prevent meltdowns.

Behavior & Emotional Regulation

Implement restorative practices or problem-solving conferences

When behavior problems occur, staff and your child meet to discuss what happened, why, and how to fix it, building accountability and problem-solving skills.

Behavior & Emotional Regulation

Use positive peer supports and cooperative learning structures

Your child learns in structured small groups with classmates, practicing social skills and receiving natural peer support in a controlled setting.

Behavior & Emotional Regulation

Provide a quiet corner or calm-down space in the classroom

Your child has access to a designated quiet area where they can go when overwhelmed or overstimulated to regain focus and calm down.

Classroom Environment & Seating

Allow extra personal space between student's desk and others

Your child's desk will be spaced farther apart from nearby students to reduce sensory overwhelm and physical discomfort in crowded environments.

Classroom Environment & Seating

Allow student to leave class 2-3 minutes early to avoid crowded hallways

Your child can exit the classroom a few minutes before the bell so they avoid the chaos of crowded hallways, which helps reduce anxiety and sensory overload.

Classroom Environment & Seating

Assign fixed seating in classroom, lunch, and other settings

Your child will have the same assigned seat in each setting (classroom, lunch, etc.) to reduce confusion and provide structure and predictability.

Classroom Environment & Seating

Allow movement breaks and use of flexible seating options

Your child can move to different seating positions (standing desk, wobble cushion, bean bag) or take brief movement breaks to help them focus and manage restlessness.

Classroom Environment & Seating

Provide structured classroom management with clear expectations

The teacher will establish and consistently enforce clear classroom rules and routines so your child understands what is expected and feels secure.

Classroom Environment & Seating

Provide a personal item or comfort object during transitions

Your child may keep a comfort item (toy, fidget, photo) at their desk or carry it during transitions to help them feel secure and manage anxiety.

Classroom Environment & Seating

Offer proximity seating near teacher for behavior monitoring

Your child will sit close to the teacher so the teacher can provide immediate feedback, reminders, and support to help them stay on task and regulated.

Classroom Environment & Seating

Reduce class size or provide co-teaching in the classroom

Your child will have smaller group sizes or a second adult (co-teacher) in the classroom to provide more individualized attention and support.

Classroom Environment & Seating

Arrange check-in times to review the day's tasks and priorities

Your child will have a scheduled time each day (like morning or lunch) to check in with a teacher or counselor about what they need to get done.

Organization & Executive Functioning

Teach explicit social skills instruction (friendship, conversation, problem-solving)

Your child will receive direct, structured lessons on how to make friends, take turns in conversation, and handle conflicts—skills they may not pick up naturally.

Social Skills & Peer Support

Provide social stories before new or challenging social situations

Your child will read or listen to a simple story describing what will happen in a social situation (like lunch or a field trip) so they know what to expect and how to behave.

Social Skills & Peer Support

Assign a peer buddy for unstructured times (recess, lunch, transitions)

Your child will be paired with a kind classmate during less structured times to help them join activities, navigate social situations, and feel included.

Social Skills & Peer Support

Provide structured cooperative learning activities instead of competitive games

Your child will do group projects where everyone wins together rather than games where there are winners and losers, reducing anxiety and increasing teamwork.

Social Skills & Peer Support

Use role-playing and problem-solving practice for social scenarios

Your child will practice handling real social situations (joining a group, dealing with rejection, asking for help) through role-play to build confidence before facing them.

Social Skills & Peer Support

Facilitate structured social skills groups with adult support

Your child will attend a small group session led by a school counselor or specialist where they practice social skills with peers in a safe, guided setting.

Social Skills & Peer Support

Redesign recess and group activities to align with IEP social goals

Adults will intentionally structure recess and group activities to give your child practice with specific social skills they're working on.

Social Skills & Peer Support

Provide adult-led structured recess activities to boost peer interaction

Instead of just free play, an adult will lead organized games and activities during recess to help your child connect with peers and practice social skills.

Social Skills & Peer Support

Assign a 1:1 peer support or buddy with adult check-ins

Your child will be paired with a supportive peer, and an adult will regularly check in to make sure the partnership is working and helping both students.

Social Skills & Peer Support

Create planned, purposeful peer groupings for academic and social learning

The teacher will intentionally pair or group your child with specific classmates who are kind, supportive, and a good match for learning together.

Social Skills & Peer Support

Provide opportunities for your child to help and support other students

Your child will be given chances to tutor, mentor, or assist other students, building confidence, social connection, and a sense of contribution.

Social Skills & Peer Support

Teach negotiation and conflict-resolution skills explicitly

Your child will learn specific steps for handling disagreements with peers—like listening, proposing compromises, and asking for help—to reduce conflicts.

Social Skills & Peer Support

Teach self-advocacy skills to request help and communicate needs

Your child will learn how to ask for help, tell adults when something is wrong, and explain their needs to peers—skills they'll use their whole life.

Social Skills & Peer Support

Focus on social process (listening, turn-taking) over activity outcome

During group activities, the teacher will care more about your child practicing good teamwork and communication than about winning or finishing perfectly.

Social Skills & Peer Support

Provide sensory breaks before and after intense social activities

Your child will get a quiet break before group activities to prepare and afterward to recover, helping them stay calm and engaged.

Social Skills & Peer Support

Teach and practice emotional regulation and anger management techniques

Your child will learn specific ways to calm down when frustrated or angry (deep breathing, counting, leaving the situation) so social situations go more smoothly.

Social Skills & Peer Support

Create a safe, designated space for your child to take social breaks

Your child can go to a quiet area when overwhelmed by social interaction, with the understanding that they'll rejoin the group when ready.

Social Skills & Peer Support

Use positive reinforcement and praise for specific social successes

When your child shows good social behavior (sharing, listening, including someone), adults will point it out immediately with specific praise to build confidence.

Social Skills & Peer Support

Teach and reinforce perspective-taking and empathy skills

Your child will learn to understand how others feel and think, with lessons on recognizing emotions, understanding different viewpoints, and showing kindness.

Social Skills & Peer Support

Establish a clear behavior expectations anchor chart or visual checklist

Your child will have a visible chart showing what good behavior and social skills look like, so they can check themselves and remember expectations.

Social Skills & Peer Support

Reduce class size or pull-out groups for intensive social skills instruction

Your child will receive social skills training in a small group or 1:1 setting where there are fewer distractions and more personalized coaching.

Social Skills & Peer Support

Use social contracts or agreements to clarify peer expectations

Your child and their peer buddy will create a simple agreement about how they'll treat each other and what they'll do together, making expectations clear.

Social Skills & Peer Support

Monitor and adjust social groupings based on progress toward IEP goals

The team will regularly check how your child is doing socially and change peer groupings or strategies if progress isn't happening.

Social Skills & Peer Support

Provide access to a designated sensory or calming room

Your child can go to a quiet, safe space when overwhelmed—with soft lighting, cushions, and calming items—to regulate their senses.

Sensory & Movement Needs

Allow transition warnings and advance notice before changes in routine

Your child is given a heads-up (5-10 minutes ahead) before transitions—like moving to a new activity or class—to prepare mentally.

Sensory & Movement Needs