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Intermediate School District 917

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Accommodations and Modifications

Accommodations and Modifications

Required Statements Additional Accommodations and Modifications Supplemental Aids and Services Program Supports for School Personnel

Accommodations Nuts and Bolts

The IEP must: 

  1. Clearly describe what the district is providing in absolute terms, including describing when the supports are only provided under certain circumstances/specific conditions. 

  2. Include what, when, where, and who is responsible for each accommodation or modification.

For students with behavior needs, behavior accommodations are written into Positive Behavior Support Plans (PBSPs).

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Every IEP must document whether the student can understand and follow the District 917 Student Code of Conduct and Bullying Policy.

Questions to Consider During the IEP Meeting:

  • Does the student understand abstract rules and social expectations?
  • Can the student distinguish between intentional and accidental behavior?
  • Does the student understand concepts such as bullying, harassment, intimidation, threats, theft, vandalism, and personal responsibility?
  • Can the student recognize how their actions affect others?
  • Can the student understand why certain behaviors violate school rules?
  • Does the student consistently demonstrate this understanding across settings without adult interpretation?

If the answer to many of these questions is not due to the student's disability, the student may not be able to follow the district policies as written meaningfully.

The student may still require accommodations, reminders, adult support, or behavioral interventions.

Needing support does not automatically mean the student cannot follow the policies.



 

  •  

    Statement 1: 

    The IEP team determined that, due to [CHLD]'s disability, they are not yet able to consistently understand the concepts described in the District 917 Bullying Policy. 

    Examples of unique need that may need to be addressed in the All in One PLAAFP that may result in students being unable to follow the bullying policy:

    • Understanding abstract social rules
    • Recognizing bullying versus conflict
    • Understanding another person's perspective
    • Identifying intent
    • Recognizing the impact of their behavior on others
    • Communicating concerns to adults
    • Functional communication
    • Emotional regulation
    • Expected versus unexpected behaviors
    • Conflict resolution
    • Identifying trusted adults
    • Recognizing unsafe situations
    • Self-advocacy
    • Responding to adult direction

  • The IEP team determined that, due to [CHLD]'s disability, they are unable to independently understand the ISD 917 Code of Conduct as written.

    Examples of unique needs that may need to be addressed in the All in One PLAAFP that may result in students being unable to follow the code of conduct:

    • Functional communication
    • Emotional regulation
    • Expected versus unexpected behaviors
    • Requesting help
    • Personal boundaries
    • Conflict resolution
    • Identifying trusted adults
    • Recognizing unsafe situations
    • Self-advocacy
    • Responding to adult direction

  •  

    If Statements #1 and #2 Are Selected...

    The IEP should include information describing how the student will be taught and supported.

    The district policies should never simply be marked "not able to follow" without identifying the individualized supports the student needs. This can be part of the unique needs identified in the All-in-one PLAAFP.

    These should align with the replacement behaviors detailed in the Positive Behavior Support Plan (PBSP) and how those behaviors are being taught.

    Consider documenting:

    All-In-One Present Levels

    Describe how the disability affects the student's understanding of:

    • school expectations
    • social interactions
    • personal safety
    • communication
    • behavioral expectations
    • cause and effect

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Required Statements

ISD 917 requires that each of the areas below be addressed in the Modifications section of the student’s IEP as appropriate for the individual student. The following statements can be copied and pasted, or drop-down text is available in SpEd Forms. 

    • A multi-disability team service delivery model is being used in which a [tchr's area of licensure] licensed teacher is providing direct and indirect services to CHLD with support of consultation by a [area of primary disability] licensed teacher.

    • A multi-disability team service delivery model is being used in which teachers licensed in other primary disability areas are providing direct and indirect services to CHLD with the support of consultation by a [primary disability] licensed teacher.

    • For learners with medical/health needs, when a nurse needs to review their health needs on an annual basis:

    Nursing services will be used for the management of health-related conditions and medications. Annual LSN health assessment of student needs and review of records will be done, and actions incorporated into the IEP as deemed appropriate.

    • For learners receiving medications:

    Medications will be administered by a nurse or health designee during the school day for [specific diagnosis].

    • For learners with health-related conditions that are listed in the IEP and/or relate to their disability:

    CHLD requires nursing services due to his medical diagnosis of [diagnosis] to develop and implement a health plan to address [needs], and to instruct staff regarding his/her health needs, in addition to CPR/first aid and hygiene and infection control practices.

  • For these accommodations, there are several dropdowns available that explain the paraprofessional support available within each of the Setting IV programs.  You may need to write a customized statement that explains the ratio of students to paraprofessional staff in your classroom if yours is not described correctly in the dropdown options.

  • This statement needs to outline the personal care assistant (PCA) services the student receives during the school day. Work with ISD 917 LSN for the appropriate language.  

    *Note: If a student does not have an official PCA (even if the student demonstrates behaviors similar to those in the Level 1 behavior statement), this statement should not be included in the IEP.

    • CHLD requires a personal care assistant for assistance with [examples: positioning, transferring, supervision of mobility and use of an elevator, personal hygiene and grooming, eating, drinking, monitoring caloric intake, etc.] due to his medical diagnosis of [insert condition (s)].

    • A personal care assistant is needed for intervention and redirection of CHLD’s Level 1 behaviors, including destruction of property, assaulting others (i.e., punching, kicking, biting), or harming self.

    • CHLD needs a personal care assistant to complete his activities of daily living, including but not limited to: [examples: dressing/undressing, eating, toileting, monitoring his environment for possible allergens, monitoring for seizures, transfers, positioning, and mobility], due to his medical diagnosis of cerebral palsy.

  • Family therapy: 

    • CHLD and their family have access to Mental Health Professional Support for Family Therapy at a schedule agreed upon by the team. 

    Psychotherapy for crisis: 

    • CHLD can receive Psychotherapy for a crisis when it occurs. If CHLD is making unsafe statements, engaging in unsafe behaviors, and/or making plans to hurt themself or others, psychotherapy can be provided by a Mental Health Professional. 

    Clinical Care Coordination: 

    • Clinical Care Coordination to support coordination of mental health services for CHLD, and to align therapeutic interventions across settings.

Additional Accommodations and Modifications

In addition to the areas included above, IEP managers should include information about any specific program adaptations/modifications that the individual student requires in order to allow them to participate in classroom or school activities. These will vary depending on the school in which the student is enrolled (e.g. a student may require fewer adaptations/modifications in a Federal Setting IV school because there are no general education portions of their day). 

Accommodations are changes that help the student learn the same material and meet the same expectations as their general education classmates. These allow the student to more equitably participate in classroom or school activities.  Examples of possible adaptations required in a general education classroom may include:

  • Being offered choices to minimize arguments and defiance

  • Being provided sensory breaks as needed

  • Verbal prompts for participation in activities

  • Leaving class 5 minutes early to aid with transitions

  • Use of a study carrel or other quiet work space

  • Having extended time on tests

  • Use of visual supports for class material 

  • Breaking large projects into several discrete activities

  • Pre-teaching of key vocabulary

  • Having notes provided for larger lecture-based classes

  • Being provided audio recordings of textbooks, or having reading material read aloud to them

  • Give responses to material in a format that is easier for the student (oral or written)

Modifications are changes that actually alter the content of the material that a student is expected to learn throughout their day, often asking a student to learn less material or material that is less complex. Examples of possible modifications that may be used in a general education setting include:    

  • Having similar content texts provided at a lower reading level

  • Alternate assignments that remove some of the steps for the student

  • Alternate classroom tests with fewer items, limited multiple-choice options, or other changes to simplify test materials

  • Being allowed to complete a certain percentage of an assignment instead of the whole thing

  • Being graded on a different standard than other students

  • Being excused from certain assignments

Supplemental Aids and Services

A statement about participation in extracurricular activities by learners in their home districts and/or in the district where learners attend an ISD 917 site-based program needs to appear in this section of the IEP. The following statement is available in the drop-down menu for this section; both drop-down choices must be selected in order to obtain the entire paragraph.  

  • When the IEP team is alerted of CHLD’s participation, or desire to participate, in an extracurricular activity(ies) in his/her home district, the IEP team will meet, or provide input through communication facilitated by the IEP manager, to determine if participation in the particular extracurricular activity is appropriate, and if so, what accommodations are needed. If the IEP team determines that it is appropriate for CHLD to participate in an extracurricular activity in his/her home district, the team will decide at that time what accommodations are needed.

When it has been deemed appropriate to participate in extracurricular activities for a learner, then an additional statement is also needed to address specific accommodations needed by the learner, such as the following example:

  • CHLD requires sign language interpreter services when participating in extracurricular activities.

Work with your Assistant Director, Assistant Principal, or Lead Teacher for appropriate language if the student participates in extracurricular activities.

Program Supports for School Personnel

This box includes a statement about crisis management techniques, as this is one primary way the district supports its staff:  

  • All District 917 staff have been trained in the use of crisis management techniques.

Other supports may be included that are specific to the building or program in which the student participates.