Provide one-on-one test administration

A teacher or aide administers the test to your child alone, allowing for extra support and personalized pacing.

Testing & Assessment

Provide a study guide before the test

Your child receives a study guide ahead of time that shows the topics and question formats that will be on the test.

Testing & Assessment

Allow practice or sample tests before the actual test

Your child practices with a sample test first so they know what to expect and get comfortable with the format and testing procedures.

Testing & Assessment

Simplify or paraphrase test directions (not content)

The teacher explains how to take the test in simpler words, but doesn't change what the test questions actually ask.

Testing & Assessment

Allow untimed or self-paced testing

Your child can take as much time as they need to complete the test without being rushed or pressured by a timer.

Testing & Assessment

Provide word bank for fill-in-the-blank questions

For questions where your child fills in blanks, they're given a list of words to choose from instead of recalling from memory.

Testing & Assessment

Shorten test length or reduce number of items

Your child takes a shorter version of the test with fewer questions, focusing on the most important learning targets.

Testing & Assessment

Allow re-reading of directions or questions upon request

Your child can ask the teacher to read directions or questions again if they didn't understand them the first time.

Testing & Assessment

Highlight key vocabulary, directions, and critical information in texts

The teacher will highlight or mark important words, definitions, and directions in advance so your child knows what to focus on when reading.

Reading & Literacy

Provide chapter summaries or study guides before reading assignments

Your child gets a written or verbal summary of key points before reading a chapter or story, so they know what to look for and can follow along better.

Reading & Literacy

Provide vocabulary lists, glossaries, or word banks

Your child has access to a list of difficult words with definitions before or during reading so they can look up unfamiliar terms independently.

Reading & Literacy

Use visual supports (pictures, graphics, illustrations) alongside text

Your child learns with pictures, diagrams, and images paired with text to help them understand concepts and stay engaged with reading material.

Reading & Literacy

Reduce the amount of text per page or shorten reading passages

Your child works with shorter passages or fewer items per page so they don't feel overwhelmed and can maintain focus while reading.

Reading & Literacy

Provide reading materials at a lower reading level on the same topic

Your child reads a different book or version of the same story that uses simpler vocabulary and shorter sentences, but covers the same main ideas.

Reading & Literacy

Reduce or simplify language level of reading assignments

Your child's assignments use shorter sentences and simpler words so they can understand and engage with the content at their level.

Reading & Literacy

Build in extra time for reading tasks and reading comprehension assessments

Your child gets additional time (usually 1.5 or 2 times the normal amount) to complete reading assignments and tests so they can work at their pace.

Reading & Literacy

Give directions in small, sequential steps using simple language

The teacher will break complex instructions into 1-3 simple steps at a time, using short sentences, so your child isn't overwhelmed by too much information at once.

Directions & Instruction Delivery

Allow extended processing time (5-10+ seconds) before responding

Your child gets extra time to think about and process what was asked before they need to respond, without being rushed or interrupted.

Directions & Instruction Delivery

Have student restate or paraphrase directions to confirm understanding

Your child will repeat back the directions in their own words to make sure they understood what they're supposed to do.

Directions & Instruction Delivery

Provide visual aids, graphic organizers, or models of completed work

The teacher will show pictures, examples, or finished samples of what your child should create or do, so they can see the goal clearly.

Directions & Instruction Delivery

Use one instruction or question at a time (avoid multi-part requests)

Instead of asking multiple things at once ('Put your name on it, do the first 5 problems, then line up'), the teacher will give one instruction at a time.

Directions & Instruction Delivery

Check for understanding and provide frequent feedback early in tasks

The teacher will check in with your child right at the start of assignments and again throughout, to catch misunderstandings early and guide them on track.

Directions & Instruction Delivery

Pre-teach vocabulary and concepts before lessons begin

Your child will learn important new words and ideas ahead of time, in a smaller group or one-on-one, so classroom lessons make more sense.

Directions & Instruction Delivery

Provide visual cues or prompts (gestures, pointers, photos, symbols)

The teacher will use hand signals, pointing, pictures, or symbols to help your child understand what to do, beyond just words.

Directions & Instruction Delivery

Use literal language and avoid sarcasm, idioms, or inference-based phrasing

The teacher will speak in concrete, direct language (saying exactly what they mean) instead of using jokes, sarcasm, or figurative language.

Directions & Instruction Delivery

Use demonstration or model the task before student begins

The teacher will show your child how to do the task step-by-step before asking them to try it on their own.

Directions & Instruction Delivery

Speak slowly and at a measured pace with pauses

The teacher will slow down their speech and add natural pauses, giving your child more time to process what's being said.

Directions & Instruction Delivery

Clarify expectations and success criteria using rubrics or checklists

Your child will receive a clear list or rubric showing exactly what they need to do and what 'done right' looks like for each assignment.

Directions & Instruction Delivery

Explain metaphors, idioms, and other non-literal language explicitly

When the teacher uses figurative language or expressions, they'll stop to explain what they actually mean in concrete terms.

Directions & Instruction Delivery

Post visual schedules, routines, and instructions in the classroom

Your child will see pictures or written steps posted around the room showing what to do during different activities or transitions.

Directions & Instruction Delivery

Teach skills in multiple real-world settings and situations

Your child will practice new skills not just in the classroom but in real-life situations (hallway, cafeteria, home) so they learn to use them everywhere.

Directions & Instruction Delivery

Use a hierarchical prompt system (least to most intrusive support)

The teacher will start by giving your child a very small hint, and only increase help if needed, building independence gradually.

Directions & Instruction Delivery

Rephrase or simplify test directions and written assignment wording

On tests and assignments, if directions use complex or confusing language, the teacher will rewrite them in simpler, clearer words.

Directions & Instruction Delivery

Reduce language complexity in instructions and classroom rules

Classroom rules and expectations will be stated in very simple language your child can understand, without complex vocabulary.

Directions & Instruction Delivery

Monitor independent work frequently and provide corrective feedback

The teacher will watch your child work, step in to fix mistakes right away, and explain what they did right or wrong while it's still fresh.

Directions & Instruction Delivery

Provide activity-based or hands-on learning opportunities

Your child will learn by doing—manipulating objects, moving around, or engaging in hands-on projects rather than just sitting and listening.

Directions & Instruction Delivery

Provide direct, specific feedback about performance in appropriate settings

The teacher will tell your child exactly what they did well and what needs work, in a private or calm way that doesn't embarrass them.

Directions & Instruction Delivery

Use concise, direct language in verbal and written prompts

When prompting your child, the teacher will use the fewest words possible and get right to the point, avoiding extra details or words.

Directions & Instruction Delivery

Encourage student to ask for help or clarification without penalty

Your child will be taught and encouraged to raise their hand or ask 'Can you help me?' whenever they're confused, and will never be made to feel bad for asking.

Directions & Instruction Delivery

Read instructions aloud and repeat them without judgment

The teacher will read out loud what's written on worksheets and tests, and will repeat instructions as many times as your child needs.

Directions & Instruction Delivery

Provide post-teaching or review of difficult concepts after initial lessons

After a lesson, the teacher will review tricky ideas again in a smaller group or one-on-one to make sure your child really understands before moving on.

Directions & Instruction Delivery

Provide augmentative and alternative communication (AAC) device

Your child uses a specialized device (like a tablet with pre-programmed phrases or symbols) to communicate if they cannot speak.

Assistive Technology & Communication Devices

Provide training and support for independent use of assistive technology

Your child receives direct instruction on how to use their assistive technology tools with less adult help over time.

Assistive Technology & Communication Devices

Provide communication device for non-verbal or minimally verbal students

Your child has a device (like a picture board or speech-generating device) so they can communicate their needs and ideas.

Assistive Technology & Communication Devices

Provide home-school communication system (digital or paper-based)

Your child carries a notebook, app, or device between home and school so teachers and parents can share information daily.

Assistive Technology & Communication Devices

Break assignments into smaller chunks with scheduled completion dates

Your child receives long assignments broken into smaller pieces with separate due dates, making work feel manageable and less overwhelming.

Assignment Presentation & Workload

Group similar problem types together on assignments

All addition problems appear together, then all subtraction problems, helping your child focus on one skill at a time rather than switching between operations.

Assignment Presentation & Workload

Shorten assignments to focus on mastery of key concepts only

Your child completes fewer problems or pages, focusing only on core learning objectives rather than extensive practice of every skill.

Assignment Presentation & Workload

Modify assignment content to align with grade-level standards

Your child works on the same skills and standards as classmates but at a level appropriate for their current abilities.

Assignment Presentation & Workload

Provide modified or alternate assignments when class demands conflict with ability

If a standard assignment is too difficult, your child works on a different assignment that targets the same skill at an appropriate level.

Assignment Presentation & Workload

Provide checklists for multi-step assignments or projects

Your child receives a checklist breaking a big project into clear steps (outline, draft, edit, final copy) to follow and check off as they go.

Assignment Presentation & Workload

Reduce difficulty level of assignments without reducing the volume

Your child completes the same number of problems but at an easier level (like adding single digits instead of double digits).

Assignment Presentation & Workload

Provide a visual timer or clock to show work and break time

Your child can see a visual timer (like a Time Timer) that shows how much work or break time is left, so transitions feel less surprising.

Time Management & Transitions

Display a visual daily schedule at the student's desk or classroom

Your child can see what's happening next in the day (pictures or words), which reduces anxiety and helps them prepare for changes.

Time Management & Transitions

Break long-term projects into smaller steps with checkpoints and due dates

Your child receives a big project as a series of mini-deadlines (outline due Monday, draft due Thursday, final due next Friday), making it feel manageable.

Time Management & Transitions

Provide a first-then visual chart or checklist for task sequences

Your child sees a visual checklist showing 'first do this, then do that,' which helps them stay organized and know what comes next.

Time Management & Transitions

Provide extra time to process information before responding

Your child gets a few extra seconds to think about what was said or asked before they need to answer, without pressure.

Time Management & Transitions

Use a checklist or visual supports for multi-step directions

Your child receives written or pictured step-by-step instructions so they can follow along and check off each step as they go.

Time Management & Transitions

Use a portable visual schedule or 'now and next' card the student carries

Your child carries a small picture card showing what they're doing now and what comes next, so they always know what to expect.

Time Management & Transitions

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

Use a task strip or visual schedule with preferred activity at the end

Your child sees a visual list of tasks to complete in order, with their favorite activity shown at the end, so they know what's coming and stay motivated.

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

Link behavior and learning activities to family routines and contexts

Teachers connect school lessons and behavior strategies to things your child does at home (bedtime routines, meals, family activities) to improve transfer and understanding.

Behavior & Emotional Regulation

Use visual supports (charts, symbols, schedules) to show expectations

Your child sees picture schedules, visual behavior charts, or symbol cards that show what's expected, what comes next, and how to earn rewards.

Behavior & Emotional Regulation

Allow extended processing time before responding to questions

When the teacher asks your child a question, they give extra time before expecting an answer, respecting their need to process and reducing anxiety.

Behavior & Emotional Regulation

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

Partition classroom into zones (instruction, activity, pathways)

The teacher will use furniture or visual markers to create separate areas for different activities, helping your child understand where to go and what to do.

Classroom Environment & Seating

Provide access to resource room or pull-out learning space

Your child can work in a separate, quieter resource room with a specialist for focused instruction in reading, math, or other subjects, then return to the regular classroom.

Classroom Environment & Seating

Offer small group or individual instruction sessions

Your child will receive some instruction one-on-one or in a small group (3-5 students) rather than only in the large classroom, allowing for more personalized teaching.

Classroom Environment & Seating

Provide assistance with transitions between classrooms/spaces

An adult will help your child move between classrooms and around the building, providing guidance and reducing anxiety about transitions and crowded hallways.

Classroom Environment & Seating

Designate a specific area for teacher-led instruction

The teacher will use a consistent location for delivering lessons so your child knows where to look and attend when instruction is happening.

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

Use visual supports and labeled spaces in the classroom

The classroom will use pictures, signs, and color-coding to help your child understand where materials are, where activities happen, and what comes next.

Classroom Environment & Seating

Assign classroom helper or peer buddy to support navigation

Your child will have a peer buddy or classroom helper to assist them during transitions, unstructured times, and when navigating social situations.

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

Implement consistent classroom layout to reduce confusion

The teacher will keep furniture and materials in the same places so your child knows where to find everything and can navigate independently with confidence.

Classroom Environment & Seating

Provide assignment book or planner for tracking due dates and tasks

Your child will use a planner or assignment book to write down homework and due dates so they remember what needs to be done and when.

Organization & Executive Functioning

Provide checklists for multi-step tasks or assignments

Your child will get a numbered checklist of steps to follow for assignments so they can check off each part as they finish it.

Organization & Executive Functioning

Number and sequence task steps on assignments or worksheets

Instructions will be numbered in order (1, 2, 3) so your child knows exactly what to do first, second, and third.

Organization & Executive Functioning

Teach and reinforce organizational and study skills explicitly

The teacher will directly teach your child how to organize materials, take notes, study for tests, and manage time—not just assume they know how.

Organization & Executive Functioning

Provide a visual daily schedule or routine posted in the classroom

Your child will see a picture or word chart showing what happens during the day (math time, lunch, recess) so they know what to expect.

Organization & Executive Functioning

Provide 1:1 supervision during meals for students with aspiration, choking, or food allergy risks

A trained adult will sit with your child during lunch and snacks to watch for safety concerns like choking, aspiration, or accidental allergen exposure.

Health, Medical & Physical Accessibility

Provide verbal or visual cues for safe eating (chew, swallow, monitor portions)

The teacher or aide will give your child reminders to chew, swallow, or slow down during meals to help them eat safely.

Health, Medical & Physical Accessibility

Provide accessible adaptive toilet seat and private changing station for toileting needs

Your child will have access to an appropriate toilet seat, sturdy handrails, and a private, clean space for diaper changes or toileting support.

Health, Medical & Physical Accessibility

Allow calculator use on all math assignments and assessments

Your child can use a calculator to solve math problems, so they can focus on understanding concepts rather than getting stuck on computation.

Math Support

Allow use of manipulatives (blocks, counters, base-10 sets) during lessons

Your child uses hands-on materials like blocks or counters to visualize math problems and understand how numbers work together.

Math Support

Provide abacus as alternative to calculator for computation

Your child can use an abacus to solve math problems by moving beads, giving them a hands-on way to compute without a digital calculator.

Math Support

Provide arithmetic table or basic facts reference chart

Your child can refer to a chart with basic arithmetic facts (addition, subtraction, multiplication, division) so they focus on problem-solving strategies.

Math Support

Provide tens frame or base-10 blocks for place value understanding

Your child uses ten frames or base-10 blocks to physically see what place value means and how numbers are grouped by tens and ones.

Math Support

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

Facilitate peer tutoring or structured partner work

Your child will work regularly with a peer who can model good behavior and academic skills while strengthening their working relationship.

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

Deliver peer awareness or disability education to classmates

The teacher will explain your child's disability and needs to classmates in age-appropriate ways so peers understand and are more accepting and helpful.

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

Use peer modeling to demonstrate appropriate play and interaction

Your child will watch classmates demonstrate how to play appropriately or interact kindly, then copy those behaviors with adult support.

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

Use visual supports (schedules, cue cards) to prompt social behavior

Your child will have picture cards or written reminders about expected social behavior (e.g., 'Wait your turn,' 'Use a quiet voice') they can see throughout the day.

Social Skills & Peer Support

Allow facilitation and prompting during social interactions (without forcing)

An adult will gently remind and encourage your child to use social skills in the moment (like 'Say hello'), but won't force interaction if your child needs a break.

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

Practice self-advocacy in realistic situations before transition to new settings

Before your child moves to middle school, high school, or after graduation, they will role-play asking teachers and adults for needed accommodations or support.

Social Skills & Peer Support

Encourage but do not force eye contact; respect individual comfort

Your child will not be required to make eye contact, since forcing it can disrupt their thinking and increase anxiety—teachers will accept other signs of attention.

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

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

Vary peer groupings regularly to expand social connections

Your child will work with different classmates throughout the year to practice social skills with a wider group and develop multiple friendships.

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

Use video modeling to teach appropriate social and behavior skills

Your child will watch short videos of appropriate social behavior and then practice doing the same thing with support.

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

Provide transition warnings and supports before social activities change

Your child will get a heads-up before recess ends, lunch starts, or the classroom activity switches, giving them time to adjust to the social change.

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

Coordinate social skills practice across home, school, and community

Teachers will send home activities and tips so you can practice social skills with your child at home and in the community, reinforcing what they learn at school.

Social Skills & Peer Support