Resources Support Services

Behavioral Accommodations support students by increasing motivation, engagement, and self-esteem. 

• Uniform adaptations for students with sensory sensitivities

• Advance notice of changes in routine or consequences to ease transitions

• Alternative behavioral referral procedures that focus on support and growth

• Standing options while working to help maintain focus

• Use nonverbal cues as gentle reminders to stay on task

• Frequent breaks to help students reset and refocus

• Explicit self-monitoring techniques to build independence

• Sensory tools to provide calming or alerting input as needed

• Personalized behavioral checklists for goal-setting and self-reflection

• Timers will be used to support time management and task completion

• Frequent check-ins with guidance counselors

Instructional accommodations support different learning styles to make learning accessible for all students. 

• Daily planner checks by both teacher and parent for added accountability

• Breaking multi-step directions into smaller parts to support comprehension

• Audio books for students who benefit from listening comprehension

• Speech-to-text and text-to-speech technology to support written expression

• Use a calculator;when appropriate, based on qualifying criteria

• Note-taking templates or copies of class notes for better organization

• Checklists for organization and procedures to build executive functioning skills

• Larger fonts or additional white space for visual accessibility

• Additional wait time to process and respond to questions

• Foreign language exemption or audit for students with qualifying learning needs

Assessment accommodations provide accurate measurements of learning adn demonstration of understanding by a student. 

• Extended time to complete classroom test, quizzes and standardized assessments allows for better processing and response to information
• Reread and/or explain test directions to ensure student understanding, clarifying expectations
• Check that all items on the test  have been attempted to ensure students have the opportunity to respond to each question
• Test questions may be read aloud to students who meet the qualifying criteria
• Alternative response formats on test include completing graphic organizer, dicctating answers to a scribe, or using incomplete sentences when appropriate
• No penalty for spelling errors in content-area assessments where a word bank is not provided
• Small-group setting to reduce distractions and support student focus
• Voice-to-text technology may be used to assist students with written expression difficulties
• Students may write directly on the test documents rather than transfer answers to separate answer sheets, such as fill-in-the-bubble forms