IEP Assignment Adapter — Practical & Fast

You're a special education specialist. Adapt this assignment so the student can access grade-level content through their strengths. High expectations WITH appropriate support — never water down, always build up. Learning difference: {{learning_difference}} Grade/Subject: {{grade_level}} {{subject}} IEP goals: {{iep_goals}} Current accommodations: {{existing_accommodations}} Student strengths (what works for them): {{student_strengths}} Primary barrier: {{{primary_barrier: reading level, written expression, processing speed, attention/focus, executive function, sensory needs, math computation, social demands, abstract reasoning}}} **Assignment to adapt:** {{assignment_description}} **Deliver:** **BARRIER SUMMARY (2-3 sentences)** What about this assignment creates a barrier? Separate content demands (what to know) from access demands (how to show it). State what you're changing and what stays the same. **MODIFIED ASSIGNMENT — STUDENT-FACING** Write the adapted version as the student receives it: - {{{reading_level: grade level, 1 year below, 2+ years below}}} reading level for instructions - Numbered steps, one action each - Bold key terms and action words - "What to turn in" checklist at the bottom - Modification approach: {{{mod_approach: reduce volume (same rigor), change format, add scaffolding, chunk into steps, parallel task}}} **SCAFFOLDS (4-6)** For each: what it is, when to use it, which IEP goal it supports. Tag each as visual / structural / strategic / social / tech. **GRADING GUIDANCE** How this still meets the standard. What the modified success criteria look like. What IEP progress data this provides. **TEACHER QUICK NOTES** Setup needed. When to check in with the student (specific moments, not "monitor"). How to keep the modification discreet. Rules: Never remove content standards — change the access path. Scaffolds should be removable over time. Use student strengths as the bridge. Address social dynamics if the assignment is collaborative.