IEP Accommodations Matrix Guide
MA DESE IEP Framework Special Education Technical Assistance • 603 CMR 28.00
Communication Accommodations Plan
Form: DESE IEP Section B
Implementation: 2026–2027
Student / SASID [Student Name] • ID #________
Grade & Placement Grade ___ • Full Inclusion / Gen Ed
Primary Area of Need Receptive / Expressive Language
Liaison & Providers Gen Ed, SpEd Liaison, SLP
Massachusetts IEP Standard: Accommodations alter how the student learns or demonstrates knowledge without lowering academic expectations. The language below provides clear implementation conditions, operational frequency, and duration standards across all instructional settings.
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Category 1: Presentation of Instruction
Delivery of content, concepts, and teacher-led directives
1.1 Multi-Modal Anchor Supports & Physical Demonstrations Presentation
Implementation-Ready Language: The student will be provided with concrete multi-modal instructional supports—including step-by-step visual anchor charts, pictorial schedules, realia/objects, physical gestures, and explicit educator demonstrations—to accompany all verbal instructional delivery and abstract concept presentations.
Condition: During all direct instruction, introductions of novel concepts, and multi-step tasks.
Frequency: Daily across all academic subjects and specialty classes.
Duration: Throughout each direct teaching segment (15–30 min periods).
1.2 Chunked Directive Delivery & Clarification Check Protocol Presentation
Implementation-Ready Language: The student will receive multi-step directions broken into chunked, sequential units (1 to 2 actions at a time) accompanied by written or visual checklists. Staff will verify receptive understanding via student paraphrase or demonstration and will repeat or rephrase directives using simplified syntax upon observed hesitation.
Condition: During independent work initiation, task shifts, and classroom routine transitions.
Frequency: At each instructional transition and upon student processing delay.
Duration: 1–3 minutes per directive cycle until student independently initiates.
1.3 Systematic Language Modeling & Grammatical Expansion Presentation
Implementation-Ready Language: Instructional staff will explicitly model age-appropriate tier-2 and tier-3 academic vocabulary, complex phrase structures, and proper grammatical sentence frames during discussions and daily routines, embedding recast techniques (restating student utterances into fully expanded syntactic models) without punitive correction.
Condition: Embedded across all teacher-led discussions, guided reading/math, and conversational routines.
Frequency: Minimum 5–8 targeted recast/expansion instances per instructional block.
Duration: Ongoing naturalistic implementation across the entire school day.
MA DESE Special Education Accommodation Matrix • Student: [Student Name] Page 1 of 3
MA DESE IEP Form Categories 2 & 3: Response, Timing & Scheduling
Student: [Student Name]
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Category 2: Response Accommodations
How the student demonstrates knowledge and communicates needs
2.1 Total Communication Multi-Modal Expression Protocol Response
Implementation-Ready Language: The student will be permitted and encouraged to demonstrate academic mastery, express wants/needs, and articulate ideas using a total communication framework, integrating verbal speech, manual gestures, pointing to visual cards/icons, basic manual signs, AAC devices, and pictorial response boards without penalty for non-verbal modes.
Condition: During all academic assessments, informal check-ins, class discussions, and peer activities.
Frequency: Continuous; accessible across all daily classroom tasks and transitions.
Duration: Throughout the entirety of the school day across all learning spaces.
2.2 Acceptance of Verbal Approximations & Repair Opportunities Response
Implementation-Ready Language: Staff will validate and accept phonemic or syntactic approximations that convey communicative intent as valid responses. When utterances are unclear, staff will offer gentle, non-evaluative conversational repair prompts, allowing the student multiple opportunities to repeat, rephrase, or supplement with alternate modalities.
Condition: During all oral responses, formative questioning, oral reading, and social interactions.
Frequency: At every communicative encounter involving student verbal output.
Duration: Up to 2–3 low-pressure repair cycles per communicative breakdown.
2.3 Structured Choice-Making via Visual & Verbal Arrays Response
Implementation-Ready Language: When open-ended elicitation leads to verbal avoidance or retrieval latency, staff will provide structured response options (e.g., 2- to 3-option visual field, paired word-picture cards, or forced-choice verbal stems), enabling the student to select and verify their intended response.
Condition: When student exhibits latency exceeding 10 seconds or indicates communicative frustration.
Frequency: 3–6 times daily across content areas during checks for understanding.
Duration: 15–30 seconds per choice presentation and selection sequence.
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Category 3: Timing and/or Scheduling Accommodations
Processing latency, pacing, and practice distribution
3.1 Mandated 5–10 Second Processing & Formulation Pause Timing & Scheduling
Implementation-Ready Language: The student will be provided with a mandatory 5 to 10 second silent wait-time window following any question, prompt, or directive before staff re-prompts, provides cues, or redirects to a peer, safeguarding processing time for expressive message formulation.
Condition: During all verbal questioning, classroom discussions, oral testing, and social requests.
Frequency: At every individual inquiry or instructional directive targeted to the student.
Duration: 5–10 uninterrupted seconds per interaction prior to scaffolding.
3.2 Distributed Retrieval Practice & Structured Routine Rehearsal Timing & Scheduling
Implementation-Ready Language: Newly introduced academic vocabulary, phrases, and linguistic structures will be scheduled for distributed, low-stakes practice across recurring classroom routines (e.g., arrival check-ins, station rotations, end-of-period debriefs) to ensure retention and generalization.
Condition: In tandem with novel unit vocabulary and functional communication goals.
Frequency: 3–4 spaced rehearsal opportunities distributed throughout each school day.
Duration: 3–5 minutes per structured practice opportunity.
MA DESE Special Education Accommodation Matrix • Student: [Student Name] Page 2 of 3
MA DESE IEP Form Category 4: Setting, Environment & Implementation Matrix
Student: [Student Name]
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Category 4: Setting and/or Environment Accommodations
Acoustic control, seating arrangement, and peer groupings
4.1 Acoustic Environment Optimization & Preferential Proximity Setting & Environment
Implementation-Ready Language: Spoken instruction and communicative exchanges will occur in an environment with managed acoustic interference. Staff will mitigate competing noise (closing doors during hallway transitions, reducing non-instructional media) and seat the student preferentially within 4–6 feet of the primary speaker with an unobstructed line of sight.
Condition: During all whole-group instruction, small-group work, and individual assessments.
Frequency: Daily across all academic and non-academic instructional spaces.
Duration: Continuous throughout all structured learning activities.
4.2 Structured Small-Group Architecture & Peer Language Dyads Setting & Environment
Implementation-Ready Language: The student will be provided regular opportunities to communicate within small-group settings (2–4 peers) or paired with a designated peer partner who models strong communicative and social language. Staff will scaffold collaborative turn-taking protocols and assign structured communicative roles.
Condition: During academic stations, collaborative project time, and social/lunch groupings.
Frequency: At least 2 times daily for collaborative instructional tasks.
Duration: 15–30 minutes per structured group interaction.
Implementation Fidelity & Monitoring Protocol
Cross-Setting Monitoring Guide
| Accommodation Domain | Primary Implementer | Verification / Measurement Artifact | Fidelity Cadence |
|---|
| 1. Presentation of Instruction | Gen Ed Teacher / SpEd Liaison | Lesson plans; visual anchor charts displayed; checklists | Weekly plan review |
| 2. Response Accommodations | All Instructional Staff & SLP | Communication mode tally sheet; work samples | Bi-weekly SLP consult |
| 3. Timing & Scheduling | Gen Ed Teacher / Paraprofessional | Wait-time adherence logs; daily routine schedule | Monthly observation |
| 4. Setting & Environment | Classroom Team & Case Manager | Seating diagram; acoustic environmental checklist | Start of term & quarterly |
Massachusetts Compliance Directives (603 CMR 28.05(4)(a)–(b))
Statewide Testing Alignment: Accommodations listed in this document must align with authorized Massachusetts Comprehensive Assessment System (MCAS) Accessibility and Accommodations guidelines if utilized during standardized assessments.
Cross-Setting Portability: All general education staff, specialists (Art, Music, PE), substitute teachers, and paraprofessionals must receive notice of these accommodations prior to instructional contact.
Case Manager Signature: _________________________
Date: ____________
Annual Review Due: ____________
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