ACE Resource: Accommodations and Modifications Checklist for Teachers
Teacher Instructions
Please use this tool to identify any accommodations and/or modifications you implement in your teaching setting for students with Individual Education Programs
(IEPs.) Remember, modifications should only be made when they are outlined as such in a student’s IEP.
Please include group and individual accommodations and modifications. You should complete Section A for each of your teaching settings and Section B for each
subject area (if the accommodations and modifications for your students vary by subject area.)
Section A: Teaching Setting Information
Please briefly describe your teaching setting and students’ needs in the space below.
I teach in a Resource Room setting for 1st through 5th graders. This class is a reading class that utilizes the Wilson Reading System which is a phonics-based
program that teaches students basic reading. Wilson is a multi-sensory program so you’ll often see my students using manipulatives and tactile/kinesthetic
strategies such as tapping on their arms.
There are 3 students in this class: Melvin is in the 5th grade and D’yshuna and Natalie are both in the 3rd grade. Students are working on the following IEP
objectives during this Resource Room reading class. Please note: These are annual IEP goals, so students will not be working on the goals in their entirety during
each lesson, but should demonstrate progress toward their goals
Melvin: Melvin will create a complete sentence with 95% accuracy independently, when given a dictated sentence with words he is able to spell as measured by
students’ work samples.
D’yshuna: D’yshuna will apply reading concepts to read multi-syllabic words with closed syllables independently with 95% accuracy as measured by formal and
informal reading fluency assessments.
Natalie: Natalie will apply reading concepts to decode and encode words with one vowel, consonants, digraphs, doubling rule (-ff, -ss, -zz), welded sounds (-all, am, -an, -ang, -ing, -ong, -ung, -ank, -ink, -onk, -unk) and suffixes with 80% accuracy as measured by informal and formal assessments and student work samples
with 85% accuracy.
Section B: Individual and Group Accommodations
Please list group and individual accommodations you implement in this class in the tables provided below. (Please add or delete rows as needed.) Please
include students’ first names and last initial. For confidentiality purposes, do not include students’ full names. Please keep these forms in a private
location when not in use by observers.
Student Name(s)
Melvin
Student Name(s)
D’yshauna
Student Name(s)
Natalie
Accommodation or Modification
-Use of Ipod or other assistive reading device
-Teacher or paraprofessional scribe when dictating responses in content areas other than Writing
-Use of fidgets during direct instruction and independent work to minimize distraction
Accommodations or Modifications
-Use of Ipod or other assistive reading device
Accommodations or Modifications
-Provide additional wait time when requiring oral response
-Repeat directions for independent tasks
-Use of picture cards to support verbal directions