Accommodations Plan

Fleetwood

1. 1st Period
a. YN (Processing): Preferential seating and allowed breaks
b. LS (Off-task): Simplify instructions, frequent check-ins to check if on task
c. WD (ADHD Hyperactive): Allow fidget tool, allow group work, able to get up 2x
a class
d. IO (Anger): Frequent check-ins, allowed breaks to cool off
2. 2nd Period
a. TC (Alternative Testing): Read aloud, study guide
b. JS (ESL 2): Adaptive vocab lists, frequent check-ins for understanding
c. CP (ED): State name before individual instruction, fidget tool, desk clear of
clutter, breaks
d. LM (ADHD Hyperactive): Praise good behavior, positive feedback, check for
understandings, chunk activities and assignments
e. AG (Hearing Impaired): Seated close to source of instruction, allow movement to
outside the classroom if too noisy
th
3. 5 Period
a. MB (Bathroom): No bathroom restrictions
b. IF (Gifted): Allow verbal critical thinking, ask deeper questions during
discussion, more complex tasks, prompt to elaborate
c. JJ (Gifted): Direct and guide thinking
d. WM (Gifted, inconsistent effort): Positive reinforcement, make connection, allow
to type, prompt to get started
e. KS (Easily Frustrated): Overwhelmed easily, check for understanding, positive
reinforcement, chunk instruction
f. RS (Gifted, quiet): Ask for him to volunteer, prompt for verbal answers, check-in
individually, work with other gifted students
g. IW (Gifted, struggles to finish work and organization): frequent check-ins for
completion of work, work with other gifted students
th
4. 6 Period
a. CY (Gifted, weak in verbal communication): Frequent independent check-ins,
tries to hide, provide discussion opportunities, call name before instruction with
eye contact
b. IV (Learning Disability, struggles with reading comprehension and problem
solving): Use teacher modeling with check-ins, have them repeat instructions
back to check for understanding, seating away from distractions
c. ED (Sensory Processing): Focus attention (chew gum), water bottle, periodic
movement
th
5. 7 Period
a. CB (ADHD): Preferential seating next to good roll models, frequent check-ins,
read aloud text, reword questions
b. DB (ADHD, Bipolar, Autism, Anxiety): Positive reinforcement, seating close to
source of instruction, allow processing time, opportunity to verbalize written
responses
c. AB (ADHD): Verbalize before writing, check-ins, chunk instruction
d. BD (ADHD, Anxiety, OCD): Easily distracted, positive praise, ask for them to
repeat instructions back
e. LF (ADHD): Preferential seating for movement breaks, visual cues, chunking and
simplifying, limit distractions on desk and environment, fidget tools
f. CL (Intellectual Disability): Organizational issues, preferential seating, extended
time, written work not graded for spelling and grammar
g. KM (Learning Disability): Assist with writing assignment, oral information in
writing
h. BB (Learning Disability): Chuck instruction, check-in
i. ES (ADHD, Learning Disability, rushes assignments): Frequent checks for
completion and effort, allow computer to type assignments
j. NR (ESL 6): Explain vocab, work with a partner/teacher support, extended time,
remind to check work before handing in
k. HS (ESL 2): Frequent checks for understanding, translated text for handouts,
assignments and tests, use of phone/computer allowed for translation, discuss day
using simple phrases and drawings to practice conversations