Student will be provided a help card.

A help card accommodation allows students to discreetly request support without speaking, raising their hands, or drawing unwanted attention. Students place a designated card on their desk to signal the need for assistance. This nonverbal cue lets the teacher know the student would benefit from clarification, extra time, or another pre-agreed support.

Once help is provided or the student no longer needs assistance, the card is removed.

Help cards are used within a structured system. Staff can track usage to ensure the student is using the card appropriately and not as a means of avoiding work. IEP or Section 504 teams can then use the data to refine support and build the student’s self-advocacy and self-regulation skills.

Who Benefits from Help Card Accommodations?

Help card accommodations are especially useful for students who:

• struggle with self-advocacy and anxiety,

• have language-based learning disabilities, and/or

• are easily overwhelmed in classroom settings.

This accommodation supports independence and dignity. It gives students a way to ask for help without having to announce, “I NEED HELP!”

In its document “Developing Trauma-Sensitive Classrooms to Support Students and Educators”, Institute of Education Sciences (IES) dives deep into ways educators can “minimize the activation of students’ trauma responses . . .” IES notes that classroom-based strategies that support predictable routines and offer visual cues can reduce the impact of trauma on student behavior and learning.

Potential Problems

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Student will be provided assignments and assessments in X, Y, and Z format.

Format accommodations adjust the way assignments and assessments are presented to students. The purpose of these accommodations is to remove barriers that may affect a student's ability to read, process, and comprehend the assignment or assessment content. They help ensure students are assessed on knowledge rather than their ability to access the material in the assignments and assessments.

For example, a student who has dyslexia might struggle with long passages of text, especially when the font is small. Providing the text in an accessible format may help address fatigue and comprehension struggles.

Common accommodations include:

• Large Print: Enlarging text for students with difficulty seeing standard print.

• Extra Spacing: Increasing space between lines or questions to reduce visual clutter.

• Masking or Removing Irrelevant Text: Hiding extraneous information or showing only one question at a time on paper or digital assignments and assessment, so students can focus on the relevant content.

• Digital Features: Using line readers, text-to-speech, or screen tinting to help students with visual or reading difficulties process text more easily.

Important: These accommodations do not alter the content, only how assignments and assessments are presented to make them more manageable for students with reading disabilities.

Who Benefits from Format Accommodations?

Format accommodations benefit students whose disabilities affect their ability to read and process written text. These accommodations are particularly useful for students with reading disabilities, visual impairments, or attention difficulties, but they can support a variety of students. Here are some examples of students who may benefit from format accommodations:

• Reading Disabilities (e.g., Dyslexia): Students who have dyslexia have difficulty decoding and recognizing words, which can make reading challenging. Large print and extra spacing can help them process the material more efficiently. Additionally, features like text-to-speech or line readers allow these students to focus on understanding the material rather than struggling with reading.

• Visual Impairments: Students who have difficulty seeing or focusing on printed text may benefit from larger print sizes, screen magnification, or braille accommodations to ensure they can access the content.

• Attention Deficits (e.g., ADHD): Students who have attention-related disabilities may struggle with tasks that present multiple questions at once or include irrelevant information. Masking or showing one question at a time can help these students focus on the task at hand without becoming distracted.

• Specific Learning Disabilities: Students who have other types of learning disabilities that affect reading speed and comprehension may also find format accommodations helpful. These students might benefit from extra spacing, larger text, and digital tools that reduce visual strain.

• English Learners: Students who are learning English may find reading challenging, especially if a lot of information is presented at once. Format accommodations may help them focus on understanding the material without being overwhelmed by the text.

Potential Problems

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Student will be provided breaks during testing.

This accommodation helps ensure students are assessed on what they know, not on how long they can endure a testing session. Breaks allow students to pause throughout an assessment and may vary in length depending on the test type and duration.

Important: Breaks do not count against the student’s testing time. A “stop-the-clock” model ensures students receive the full time intended for the test content.

Who Benefits from this Accommodation?

Students who have Attention-Deficit/Hyperactivity Disorder: These students may have difficulty sustaining attention over extended periods. Testing breaks allow them time to pause and reset.

Students who have specific learning disabilities: Students with reading comprehension difficulties, processing speed challenges, or other SLDs may experience mental fatigue during long assessments. Scheduled breaks help reduce cognitive overload and maintain performance.

Students who have other health impairments: Some students may require breaks due to medical, physical, or psychological conditions. These breaks may serve as medically necessary rest periods or as emotional regulation tools during stressful assessments.

Potential Issues

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Outcome-Only Goals Are Not Enough

Take this common IEP goal for a student with ADHD who struggles with organization and time management:

"Given classroom assignments, Student will complete and submit assignments (homework, classwork, tests, and retakes) on time, or within her accommodation timeframe, with no more than four late assignments per class measured quarterly."

At first glance, it’s measurable. But, it’s also outcome focused. It expects timely work without addressing the student’s core needs—executive functioning challenges that lead to disorganization, procrastination, and late work.

Imagine applying the same structure to a student with dyslexia:

"Given books or reading passages, Student will read on time, or within her accommodation timeframe, with no more than four late readings per class measured quarterly."

This makes no sense. A student who has dyslexia needs to first learn how to read fluently. The same applies to a student with ADHD. She needs to learn how to plan, organize, and manage time before she can consistently turn in work on time.

Outcome-only goals do not identify the skill deficit (e.g., disorganization), provide instruction in how to build that skill, or guide educators in how to support the student.

Without those pieces, students may not progress—even if the goal is technically “met.”

The Problem with Outcome Goals

A goal like “no more than four late assignments” may unintentionally set a low bar. A student could routinely turn in three late assignments per class per quarter, yet still meet the goal. That doesn’t build skills or push for improvement—it just limits failure.

These goals also give educators little direction. They don’t explain what should be taught, what supports should be in place, or how to help the student improve. Superficial fixes—like deducting points for late work—might reduce the symptom, but don’t teach the student how to succeed.

And when progress monitoring shows a missed goal (e.g., five late assignments instead of four), the data doesn’t tell us why. Was the student attempting a new strategy? Did the plan fall apart mid-quarter? Without a skill focus, the IEP team is left guessing.

The Power of Skill-Based IEP Goals

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The same applies when a student is exceeding expectations. If a goal is met early, why not raise the bar? Why wait until the end of the quarter to state the IEP needs tweaking, that the services and/or accommodations in place aren't working?

Think about it in terms of you attending an annual work review. Imagine arriving at the review and being told you’ve underperformed all year—despite receiving no prior feedback. You thought you were doing well. Maybe you even expected praise and/or a raise. Instead, you’re placed on probation.

You ask for the data behind the decision. If your employer shares it, you wonder why you weren’t informed earlier. If they can’t provide it, you question what’s behind the evaluation and your employer’s motives.

Or maybe you knew you were struggling and asked for help. Maybe your manager said you were fine, not to worry, or perhaps your manager provided you some guidance and never followed up. Now you’re blindsided, scrambling to fix what you didn’t know was broken.

Either way, you find yourself with data you didn't expect—and a feeling that you've all of a sudden got to hustle or face being fired and/or getting even more behind.

This is exactly what happens when IEP progress isn’t reviewed or adjusted in real-time. When teachers know something isn't working and/or have concerns, waiting until the end of the quarter can equate to nothing more than wasted time.

Imagine a student who has the following self-advocacy goal:

"Student will resolve concerns for which he self-advocates with staff on 75% of quarterly opportunities."

If the student doesn’t advocate in the first two weeks, why wait? Maybe he needs advocacy modeled before he can do it alone. Perhaps he needs service hours to learn how to handle certain situations and then practice with a teacher he trusts before going out and trying it all on his own. Maybe he freezes up in other situations and needs to learn tools he can employ when this happens.

On the flip side, if he meets the 75% benchmark early on, why not revise the goal to 100%? Why wait for the quarter to end? Delayed feedback doesn’t support student growth. It stalls it.

What Does IDEA Require?

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Student will be provided filled-in cloze notes prior to the start of instruction.

Cloze notes—also known as guided notes—are outlines of key information that teachers provide to students prior to (or during) instruction. Cloze notes include blanks that students are expected to fill in during the lesson to encourage active engagement.

Filled-in cloze notes are cloze notes with the blanks already completed. The following is one example:

Cloze note: ___________ was the first president of the United States.

Filled-in cloze note: George Washington was the first president of the United States.

In a lesson on George Washington, a student may be provided more than just one example. There may be one or two pages of sentences similar to the example above, which focus on key facts. The student would be provided the filled-in version of the cloze notes prior to instruction.

Who Benefits from this Accommodation?

Filled-in cloze notes reduce writing demands on students, allowing them to focus on listening, comprehending, and learning instead of writing, copying information correctly, having enough time to fill in the information, and a host of other hurdles students may face in class.

Attention-Deficit/Hyperactivity Disorder (ADHD): Students who have ADD or ADHD might struggle to listen, comprehend, and take notes simultaneously. Filled-in cloze notes may help reduce multitasking demands and cognitive overload.

Dyslexia and Other Language-Based Learning Disabilities: Students who have dyslexia and/or other language-based learning disabilities may find notetaking challenging due to difficulties with spelling, handwriting, and written expression. Filled-in cloze notes allow them to prioritize listening and learning, rather than being overwhelmed by the act of writing.

Executive Functioning Disorders: Students who have difficulties with working memory, organization, or processing speed may struggle with the pace of instruction when required to take notes. Filled-in cloze notes allow them to focus on listening and processing information rather than simultaneously managing note organization

Physical or Motor Impairments: Students who have fine motor difficulties may not be able to write quickly enough to take adequate notes. Filled-in cloze notes help ensure they still receive complete instructional content.

Anxiety: This accommodation may help reduce stress related to missing information and multitasking demands.

Potential Issues

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The settlement followed a lawsuit by …

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While accommodations like extended time are common when it comes to addressing testing time, allowing students to use self-prepared reference materials (known as “cheat sheets”) is not—despite the research showing the benefits of cheat sheets.

What are Cheat Sheets?

Cheat sheets are approved tools students create and then use while testing.

They are filled with whatever students deem most important (formulas, key facts, steps, diagrams, etc.). There is not one format, so the size will vary. For example:

• A Stanford professor allowed “one double-sided 8“ by 11”cheat sheet” for a midterm exam.

• In an MIT OpenCourseWare exam, students could earn 5 points simply by attaching their cheat sheet to the test.

Some professors require students to submit cheat sheets in advance of testing, while others collect them with the finished tests. There’s no one right way.

Colleges Lead the Way

Top-tier universities like MIT, Harvard, and Stanford have allowed the use of cheat sheets or open-book testing for year. These testing formats don’t make the test easier. Instead, the tests reflect how applying knowledge often works in the real world. Professionals regularly use reference materials. Why not students?

Recently, Harvard held the workshop “Creating the Perfect Exam Cheat Sheet: Strategies for Effective and Honest Success.” The goal:

“This workshop is designed to help students:

• Maximize their study efforts by learning how to create effective and ethical exam aids

• Discover techniques for organizing and summarizing key information

• Gain insights into maintaining academic integrity while preparing for exams

• Engage with peers and gain valuable tips to enhance your success in a supportive and honest environment”

A Stanford professor encouraged students to “spend some time making your cheat sheet” as one way to study for their final exam.

In her article “Test Taking at MIT”, student Krystal L. provided images of her old cheat sheets and wrote:

“One could argue that cheat sheets as a learning instrument in classes are there to encourage students to study the material before the exam and bring in only the essential ideas and formulas on their limited sheet of paper that they have condensed after rigorous studying. After all, if they were going to let you bring in everything, why not just make it an open notes test? Or perhaps the theory is that the physical act of copying notes over again will better ingrain the information into your head?

“Regardless, the fact remains that even with all of my lecture notes on my cheat sheets, the exams can be difficult.

“Exams at MIT are rarely just fact recall. Sure there will be the occasional question that requires you to know something cold, but for most of the classes I’ve taken, the test questions end up being an application of learned concepts to something entirely different. So having all of the formulas and facts laid out for me isn’t enough, I have to know how to use them and to think on my feet.”

What Research Says

Professors Afshin Gharib and William Phillips, are the co-authors of "Cheat Sheet or Open Book: A Comparison of the Ethics of Exams." During an interview on NPR’s “Talk of the Nation” they shared a study they did to test their theories on open-book, closed-book, and cheat-sheet testing. Gharib said:

“So we had three different exams over the course of the semester, and we gave one open-book exam, one cheat sheet exam, one closed-book exam in both introduction to psychology class and in a statistics class. . . .

“I think one of the most interesting things we found was that for any individual student, their scores on the different types of tests were highly correlated. So a good student did well regardless of what type of test they were given. A poor student did poorly regardless of what type of test they were given.”

In other words, the format didn’t change who succeeded. This supports what the MIT student wrote about “cheat sheets as a learning instrument in classes are there to encourage students to study the material before the exam . . .” They aren’t short-cuts to get around studying.

Why This Matters for Students Who Have Disabilities

Under Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA), students with disabilities are entitled to accommodations that ensure equitable access to learning and assessment.

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These three tiers are part of an education framework known as the Multi-Tiered System of Supports (MTSS). While MTSS is not a special education program, it plays an important role in supporting students who may need special education services.

According to the U.S. Department of Education's (USDOE) Office of Special Education Programs (OSEP), "A culturally and linguistically responsive multi-tiered system of supports (MTSS) is a comprehensive prevention framework designed to improve developmental, social, emotional, academic, and behavioral outcomes using a continuum of evidence-based strategies and supports. Within an MTSS framework, educators implement:

• universal strategies and supports designed for all children,

• targeted strategies and supports for children with additional needs, and

• intensive strategies and supports to meet the specific needs of individual children."

Historical Background

In 1997, OSEP funded the first national Technical Assistance (TA) center to explore how to incorporate a variety of behavioral practices into a school-wide framework.

USDOE’s document "Positive Behavioral Interventions and Supports Implementation Blueprint: Part 1 – Foundations and Supporting Information” provides a brief history:

"The terminology “Positive Behavioral Interventions and Supports” was first indicated in the Individuals for Disabilities Education Act of 1996, and has been referenced in subsequent reauthorizations in 2000 and 2006" and that "the priority for The OSEP Center on Positive Behavioral Interventions and Supports (PBIS) was developed in 1997. . . . In the 1990s, the PBIS Center adopted the three-tiered prevention logic that was promoted by the public health community to conceptualize the “multi-tiered behavioral framework.” In 2007, a blended continuum (below right) was developed to reduce the focus on static tiers and tiered labeling and to increase the emphasis on prevention logic. As the magnitude of the problem increases, so does the need for (a) resources to address the problem, (b) enhancements to teaching and learning environments, (c) collecting and using data for decision making, (d) teaming and coordination, and (e) engagement with and feedback to students."

In 2001, President George W. Bush created the President's Commission on Excellence in Special Education (Executive Order 13227) and charged it with "collect[ing] information and study[ing] issues related to Federal, State, and local special education programs with the goal of recommending policies for improving the educational performance of students with disabilities. report.

July 1, 2002, Terry E. Branstad, Chairman of the President's Commission on Excellence in Special Education, submitted the Commision's report—"A New Era: Revitalizing Special Education for Children and Their Families"—to President Bush. It emphasizes early intervention and data-based instruction, and advocates for a shift toward Response to Intervention (RTI) models over the IQ-achievement discrepancy model for identifying learning disabilities.

RTI was incorporated into federal law in 2004, through Individuals with Disabilities Education Act (IDEA) of 2004. According to 20 U.S.C. § 1414(b)(6)(B), "In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures."

MTSS gained broader recognition in the Every Student Succeeds Act (ESSA) of 2015. ESSA defines MTSS as:

"The term ‘multi-tier system of supports’ means a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decisionmaking."

The Three Tiers of MTSS

USDOE's report "Positive Behavioral Interventions and Supports Implementation Blueprint: Part 1 – Foundations and Supporting Information" outlines the three tiers in the following manner:

“Tier 1: Primary (Universal): Preventing the development of new cases (incidence) of problem behaviors by implementing high quality learning environments for all students and staff and across all settings (i.e., school-wide, classroom, and nonclassroom).

“Tier 2: Secondary (Targeted): Reducing the number of existing cases (prevalence) of problem behaviors that are presenting high risk behaviors and/or not responsive to primary intervention practices by providing more focused, intensive, and frequent small group oriented responses in situations where problem behavior is likely.

“Tier 3: Tertiary (Intensive): Reducing the intensity and/or complexity of existing cases (prevalence) of problem behavior that are resistant to and/or unlikely to be addressed by primary and secondary prevention efforts by providing most individualized responses to situations where problem behavior is likely.”

Examples of Tier 1 supports include:

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A Real-World Example

While this isn’t a step-by-step direction accommodation example, it’s an example of how a student was refused a goal because “all students would benefit from it”.

A student with an anxiety disorder and ADHD struggled to advocate for herself with a teacher she perceived as unapproachable. While she could advocate in classes where she felt safe, she shut down in one teacher’s class. She didn’t request help or ask questions, and didn’t request her accommodations. This wasn’t a matter of choice. It was fear.

Despite this, the school refused to include a goal to support self-advocacy in difficult situations, arguing that “everyone” struggles with difficult people and that the student “knew how to advocate.” As a result, the student didn’t receive her testing accommodations for most of the year in the class with the “unapproachable teacher”. Her mental health declined, and she began to hate a subject she once loved.

The student’s IEP team failed to understand that equity isn’t about what helps everyone—it’s about what a specific student needs to access his or her education. Denying support because others could benefit from the same goal or accommodation ignores the purpose of accommodations under IDEA and Section 504.

Accommodations vs Universal Design: Written Step-by-Step Instructions

Educators face a variety of learning profiles on a daily basis and are required to address the needs of student who have disabilities and who require accommodations under IDEA and Section 504.

One commonly requested accommodation is “written step-by-step instructions”, which can make a world of difference for students who have specific learning disabilities, ADHD, executive functioning challenges, anxiety that acts as a roadblock to starting assignments and assessments, and/or processing disorders.

However, some educators push back against providing this accommodation. The common concern is one of time: Creating written step-by-step instructions takes extra time and effort.

Yes and no.

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“Student will test in a quiet, distraction-reduced environment.”

Who Needs This Accommodation?

While all students can benefit from testing in quiet, distraction-reduced environments, this accommodation is essential for students who are impacted by attention struggles, sensory sensitivities, processing challenges, and/or fatigue. Minimizing distractions supports focus, concentration, and comfort, and can help prevent fatigue and the need for more time. Examples include:

• Students Who Have ADHD: Distractions like background noise and students playing outside an open window may impact focus and lead to test fatigue and increased testing time.

• Students Who Are Sensitive to Noises: Unpredictable, sudden, and/or repetitive noises (like typing, hallway noises, or loud chewing) may lead to distress and/or difficulties concentrating.

• Students Who Have Reading or Processing Challenges: These students may work slowly and use more mental energy to process text. By the time they finish a passage, they may already be tired. Extra noise and movements may add to cognitive load and increase fatigue.

How Should It Be Implemented?

The student will test in a distraction-reduced environment.

This might sound straightforward, but it isn’t. Too often, “empty room” becomes the definition of “distraction-reduced environment” when it may be just the opposite.

“Quiet” ≠ “distraction-reduced”. It’s one slice of the pie. The other slices include minimal visual movement/stimulation, considerate proctor behavior, and strategic room location.

Case Example: Accommodation Not Being Followed

A student was assigned an empty room for testing. The proctor was the only one in the room with him. During the test, the proctor opened a bag of chips, rattled the bag throughout the test, ate loudly, played games on his phone, and typed on his computer. In addition, noise came in from the students and staff just outside the room, because it was a conference room in a high-traffic office area. At one point, a fight among students broke out.

Yes. This happened.

Even though the room was empty, it wasn’t quiet. For the student, the noises were just as loud as a garbage truck driving over potholes—and more distracting.

Potential Issues

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“Access to flash pass.”

At first glance, it might seem helpful. However . . .

What Does “Access” Really Mean?

On the surface, you might think it means the student will have a flash pass to use whenever the student needs to use it. But, that’s not defined in the accommodation.

Words like “access,” “as needed,” “all,” or “before” show up a lot in IEPs and 504 Plans. But too often, they aren’t clearly defined.

In this case, what does “Access to flash pass” actually mean?

• Does the student get to use it?

• When can the student use it?

• Who gives it to the student, and how?

• Where is it kept?

Saying a student has “access” is like saying I have access to a Ferrari at a car dealership. Sure, I can see it—maybe even touch it—but that doesn’t mean I get to use it. The same goes for the flash pass in this example.

If the plan says only “access,” a teacher might interpret that as, “It’s available if the student asks,” or “We’ll offer it sometimes.”

“Use” Is Better—But Still Not Enough

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Why the Change?

A legal wiz reminded me that “verbally” means “using words,” which could include written communication—not just spoken. “Orally,” on the other hand, is specific to words spoken out l…

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Student will be provided instructions orally and in writing for every assignment and assessment, prior to the start of work.

Multi-modal instruction is defined as instruction delivered in more than one format—a combination of oral, written, and/or visual supports.

Who is this Accommodation For?

While all students can benefit from multi-modal instruction, this accommodation is especially essential for students with disabilities that impact how they receive, process, retain, or act on information. Examples include:

• Students Who Have Working Memory Deficits: Instructions tend to be new information, which makes them especially difficult for students who struggle to retain new information. Once they grasp the material, some might have it permanently locked and loaded for the future, but it might take them some time and repetition to get there.

• Students Who Struggle with Listening Comprehension, Reading Comprehension, and/or Writing Fluency: These students might not process what they’ve heard and/or read in a manner consistent with their teacher’s intent. In addition, their struggles with writing fluency might result in them never having enough time to write down all of the instructions as they are provided orally.

• Students Who Have Executive Functioning Challenges: Transitions are difficult. Often, instructions arrive at the end of class, in rapid format as students are pulling together their books, papers, and so on (creating extra noise), getting ready for their next transition between classes. Students struggling with executive functioning may miss or misremember directions entirely.

How is the Accommodation Supposed to be Implemented?

Case Example: Accommodation Being Followed

A history teacher assigns a reading and asks student to create an outline. She states:

“Your outline must include three sections: summary, main themes, and important figures. Each section should include at least three facts or quotes from the reading to support your points.”

In addition, she:

• Provides a flowchart showing the structure of the outline.

• Hands out a step-by-step instruction sheet.

• Provides an example of a successful outline created by a previous student for a different reading.

• Asks, “Does anyone want these instructions repeated?”

Case Example: Accommodation Not Being Followed

A history teacher gives oral instructions at the end of class:

“Read the story and write an outline. Include the important points.

No written directions, no explanation, and no examples are provided.

A student with working memory and writing challenges tries to jot down what he heard but misses details. When he asks for clarification, the teacher responds,

“You should have been listening.”

When the student later turns in the outline, the teacher marks off points because she wanted the student to include five facts for each section, but he only included three.

Potential Issues

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Student will arrive on time for the first class of the school day at least X out of 5 school days per week for X consecutive weeks, as measured by attendance records from the front office and running records from teachers that document the time the student checked into school and when the teacher arrived in class.

How is the Goal Measured?

Data Collection:

Arrival times will be documented daily by the front office and classroom teachers. Differences between check-in times at the front office and classroom will be compared to determine whether the student is going straight to class on a regular basis.

Pattern Analysis:

When the student is late, teachers will document patterns of behavior. Is the student consistently late on days tests are administered? Is the student late when the weather is bad? Are Mondays a greater struggle? Is there no identifiable trend at all?

Progress Review:

The IEP team will review data after three weeks to determine if additional supports are needed to help address the student’s struggles with getting to school period, in addition to getting to school on time. This might be a longer period for elementary school students who struggle with maturity levels, too. For high school students, with graduation in the near future, the review times might be shorter, to encourage improvement within a shorter period of time.

Potential Issues

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Example: Student “Refuses” Accommodations

A high school student who has ADHD and severe social anxiety had accommodations related to explicit instructions. She needed help with understanding the specific steps required of her. However, she avoided asking questions in class due to her struggles with anxiety.

During an IEP meeting, school staff said it couldn’t force her to use her accommodations. They didn’t consider that her refusal to access her accommodation was a barrier to learning. In addition, they didn’t collect data that might help adjust the accommodation to meet her unique needs—and/or support the need for an advocacy goal.

The student knew she needed to ask questions. She didn’t want to ask because sticking out in front of her peers was worse than turning in incorrect work. As a high schooler, she had graduation in the future. She had to be able to ask questions in front of others.

A different option would have been to provide the student an advocacy goal, focused on helping the student find alternative ways to obtain the information she needed, rather than avoiding obtaining it altogether. Advocacy is a critical life skill—whether in school, at work, or in line at the Department of Motor Vehicles or elsewhere—and the student needed her failure to advocate addressed.

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Extended transition time: Student will be permitted to leave class up to [X] minutes early to avoid crowded hallways.

How is the Accommodation Supposed to be Implemented?

The student will leave class early to ensure they have adequate time to arrive at their next class before hallways become crowded. Teachers and staff will be informed of this accommodation to ensure consistency and prevent unnecessary questioning.

If questioned by security or staff, the student will have the option to:

• Present a Flash Pass verifying their accommodation, or

• Have teachers and staff notified in advance to recognize the accommodation without requiring a pass.

The specific time needed for early departure will be determined based on the student’s needs and reviewed periodically for effectiveness.

Examples of students who might benefit from a Flash Pass include, but are not limited to, the following:

• Students Who Have Mobility Disabilities: Those who need additional time to navigate hallways safely without being impeded by crowded conditions.

• Students Who Struggle with Anxiety or Sensory Sensitivities: Crowded hallways may cause heightened stress or overstimulation.

• Students Who Have Executive Functioning Challenges: Transitions can be difficult, and structured transition time may help maintain routine and reduce stress.

Potential Issues

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Clarity Over Brevity

The language in IEPs and 504 Plans is crucial. Ambiguities can lead to misunderstandings and noncompliance, adversely affecting the student's educational progress.

For example, one student had the following in his IEP:

"School will provide monthly reading data to the parent and meet to discuss it."

The parent met with the school each month to review the reading data from the year-long reading elective the student was taking, and it seemed positive. However, at the end of the school year, the student was assessed for over-all growth, and the result wasn’t positive. The student regressed a grade level, even though he was enrolled in a year-long reading elective.

How could this happen?

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Imagine injuring your leg. Now imagine the doctor asking your neighbor to hold onto your crutches and provide them to you as needed.

Your neighbor sees you hopping on one foot from the mailbox to the front door and determines 1) you’re exercising the injured leg and 2) you don't need the crutches. But you do. You're left struggling, unable to access the crutches when you need them most.

This scenario mirrors a common issue with accommodations in IEPs and 504 Plans, particularly when "as needed" is used. There’s no room for ambiguity. A child either needs accommodations or they don’t.

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At about the 39-minute mark of the interview, Gates discussed how AI can help improve understanding of healthcare:

“Even today, if you get a set of blood t…

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