From Report to Reality
Implementing Assessment Recommendations in the Classroom
Implementing Assessment Recommendations in the Classroom
You've read the assessment report. Now what?
Recommendations are only helpful if they're actually implemented. This guide walks you through translating assessment findings into practical classroom strategies, coordinating with teachers, and ensuring accommodations are consistently applied.
Not all recommendations need to happen at once. Start with high-impact, low-effort strategies and build from there.
| Priority Level | What to Do |
|---|---|
| Immediate (Week 1) |
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| Short-Term (Weeks 2-4) |
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| Long-Term (1-3 months) |
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Teachers are on the front lines. If they don't understand why accommodations matter—or if they seem burdensome—they won't be implemented consistently. Your job is to translate clinical findings into practical, teacher-friendly language.
Example: Effective Teacher Communication
"Alex was recently assessed and diagnosed with ADHD-Combined Type and a working memory deficit. This means he struggles to hold information in his mind while completing tasks—especially multi-step instructions. You'll notice he frequently asks for instructions to be repeated or forgets what he's supposed to be doing mid-task.
Here's what will help: (1) Break instructions into smaller chunks and check for understanding, (2) Provide written or visual reminders for multi-step tasks, (3) Allow him to use a checklist or planner. These aren't 'accommodations for special treatment'—they're tools to help his brain access what he already knows."
Vague recommendations don't get implemented. Here's how to make them specific and actionable.
| Vague Recommendation | Specific, Actionable Version |
|---|---|
| "Provide extra time" | Specific: "Provide 1.5x time on all written assessments. For a 40-minute test, allow 60 minutes. Offer breaks if needed." |
| "Reduce distractions" | Specific: "Seat near teacher, away from windows and high-traffic areas. Allow use of noise-canceling headphones during independent work. Offer tests in a quiet, separate room." |
| "Use visual supports" | Specific: "Provide written instructions on the board alongside verbal directions. Use visual schedules for transitions. Create a checklist for multi-step assignments." |
| "Break tasks into smaller steps" | Specific: "Instead of assigning 'Write a 5-paragraph essay,' break it into: (1) Brainstorm ideas, (2) Create an outline, (3) Write introduction, (4) Write body paragraphs, (5) Write conclusion. Check in after each step." |
| "Provide movement breaks" | Specific: "Allow 5-minute movement breaks every 30 minutes during seated work. Student can take a walk, use a fidget tool, or do chair stretches. Provide a visual timer so student knows when breaks are available." |
| "Use assistive technology" | Specific: "Allow use of text-to-speech for reading assignments (e.g., Bookshare, Learning Ally). Permit use of speech-to-text for written work (e.g., Google Docs voice typing). Train student on how to use these tools." |
Document accommodations clearly so all teachers are on the same page. Use this template:
Student Name: _______________________
Date: _______________________
Diagnosis/Learning Profile: _______________________
Key Strengths:
Primary Challenges:
Classroom Accommodations:
| Accommodation | When/Where | Responsible Person |
|---|---|---|
| 1.5x time on tests | All written assessments | All teachers |
| Preferential seating | All classes | All teachers |
| Use of text-to-speech | Reading assignments | English, History teachers |
Progress Monitoring: Review effectiveness of accommodations in _____ weeks.
Accommodations are not "set it and forget it."
Some will work immediately. Some won't work at all. Some will work for a while and then stop being effective. Regular check-ins are essential.
| Challenge | Solution |
|---|---|
| "Teachers forget to implement accommodations" | Create a visual reminder (e.g., sticky note on teacher's desk, note in gradebook). Send periodic email reminders. Make accommodations easy to implement. |
| "Student refuses to use accommodations" | Ask why. Often students feel stigmatized. Normalize accommodations: "Everyone needs different tools to succeed. This is yours." Offer discreet options (e.g., taking tests in learning support office instead of in front of peers). |
| "Accommodations aren't making a difference" | Re-evaluate. Was the accommodation implemented correctly? Does the student need something different? Consult with the psychologist. |
| "Teachers think accommodations are 'unfair'" | Reframe: "Fair doesn't mean everyone gets the same thing. Fair means everyone gets what they need. This student's brain works differently—these tools level the playing field." |