Determining Need

Step 1: Determination of Need

Determining a student’s need for accessible formats is the first step of the decision-making process. Examples of decision-making teams include IEP teams, 504 plan teams, and teams related to a school’s multi-tier system of supports (MTSS). Parents and caregivers are key members of the team and the student is an active participant. The team uses a variety of student data in the decision-making process. This can include reading assessment scores, diagnostic evaluations, achievement, teacher observations, and conversations with the student and parents/caregivers. The team considers three possibilities when determining a student’s need for accessible formats:

Option 1: Evidence shows that the student can read and access information from the same text-based educational materials in the same format used across the curriculum by all students. The team determines that accessible formats are not needed at this time.

Option 2: Evidence shows that the student is experiencing difficulty reading or accessing some or all text-based materials due to the formats used in the curriculum. The team anticipates that the student will make adequate progress if exactly the same information is presented in one or more accessible formats. In this case, one or more accessible formats are needed at this time.

Option 3: Evidence shows that the student needs modified content, such as a lower reading level or a change in what the student is expected to learn. In some cases, a student may need modified content in an accessible format(s). The team determines whether the student needs modified content only, or a combination of modified content and accessible format(s).

If the team determines that the student needs one or more accessible formats, the next step is to select the most appropriate format for that student. Proceed to Step 2: Selecting Formats or see frequently asked questions related to determination of need below.

FAQ

What are some questions a team may explore to determine if a student may not be able to make effective use of text-based educational materials?

There are many reasons why a student may have difficulty using text-based educational materials, whether print or digital. Examples of questions a team might explore include

Can the student see the material well enough to read the information?
Can the student physically manipulate the material without undue effort?
Does the student have the necessary physical stamina (e.g., sitting upright, alertness) to read for extended periods of time?
Can the student decode letters and words at or near grade level?
Can the student read with fluency and comprehension at or near grade level?

What already-existing data and information can be used to decide among the three options?

Some of the specific types of information that can be used to help teams decide a student’s need for accessible formats include but are not limited to • Sensory abilities • Physical abilities • Cognitive abilities • Reading level, including formal and informal reading diagnostic information • Indications in an Individualized Education Program (IEP) or 504 Plan • Academic achievement scores and grades • Curriculum-based assessments • Statewide and districtwide assessment participation and proficiency

What methods can be used to gather additional information?

Some of the methods used to gather additional information include • Trials with materials in accessible formats • Formal measures conducted by a psychologist, a reading specialist, an audiologist, a vision teacher, a physical therapist, an occupational therapist, etc. • Learning media assessments conducted by vision specialists

Could a student without an identified disability benefit from using an accessible format?

Yes. Many students without disabilities may prefer and could benefit from multiple formats of materials; however, the provision of accessible formats for those students is not required by law.

What information or data would indicate that a student can read and access information from the same text-based educational materials in the same format used across the curriculum by all students?

If a student is making adequate progress and spending a reasonable amount of time on tasks that require obtaining information from text-based educational materials, then the team can determine that there is no need for accessible formats. Data and information can be collected through any of the following:

Informal observations by teachers and parents
Interviews with students, parents, and teachers
Classroom-based assessments
Curriculum-based assessments
Academic progress
Statewide and districtwide assessment results

Is there a general indicator that a student could use or learn to use an accessible format effectively?

A primary indicator would be that the student understands the content of the educational materials when the information is presented in another format. For example, when the material is read aloud to the student, the student understands the content and can use the information.

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