Any instruction that may need to be provided to the student to make effective use of the accommodation (e.g., does a student need to be taught to use an assistive device?).In that discussion, the team should plan for the accommodation's use, including: It is important that the IEP team consider the instructional accommodations that are appropriate for a student at least annually. How have the characteristics of the students changed over time to warrant a plan or accessibility support change?.What are the perceptions of teachers and others about how the accessibility support appears to be working?.What are the difficulties encountered in the use of accessibility supports?.What combinations of accessibility supports seem to be effective?.What is the student’s perception of how well the accessibility support worked?.What are the results of classroom assignments and assessments when accessibility supports are used versus when they are not used? If a student did not meet the expected level of performance, is it due to not having access to the necessary instruction, not receiving the accessibility supports, or using accessibility supports that were ineffective?.What accessibility supports are used by the student during instruction and assessments?.Additionally, the CCSSO provide the following student level questions that would be useful for IEP teams to consider in planning for accommodations (2016, p. In it, they delineate a 5 step decision making process to assist in developing frameworks that ensure accessibility. The Council of Chief State School Officers provides advice on the selection and use of instructional accommodations in their Accessibility Manual. Accommodations change how students learn within the framework of the CCSS, but do not change what students learn. They are supports to help a student achieve a standard. Instructional accommodations are one means by which schools can help students with disabilities access grade level standards. Creating a Respectful and Open World for Natural Hair (CROWN Act).Notice of Public Meetings and Public Comment.News Releases and Executive Numbered Memos.Director of the Oregon Department of Education.Oregon General Equivalency Diploma (GED).Resources for School and District Office Administrators.Pupil Transportation and Fingerprinting.Key Dates for Accountability and Reporting.Institution Identification - School Names.

Continuous Improvement Process and Planning.Teaching Material and Content Resources.Student Permanent Records Information for Registrars.School Capital Improvement Planning Task Force.Graduation Requirements and College Preparation.Assessment and Accountability Students and Families Resources.

Iep accommodations