Accommodation and Modification Governance

Accommodation and Modification Governance

Primary Category: Governance & Instructional Policy

Secondary Focus: Equity, Access, and Instructional Integrity

Artifact Profile

Accommodation and Modification Governance is a governance artifact for defining how instructional supports are authorized, applied, monitored, and reviewed. It distinguishes between accommodations that change access and modifications that change learning expectations, ensuring both are used intentionally, equitably, and in alignment with instructional goals.

Using your current supports, documentation (such as IEPs, 504 plans, or MTSS), instructional examples, and progress evidence, the artifact produces a structured governance view of how accommodations and modifications are implemented. Rather than allowing supports to be ad-hoc or inconsistent, it makes alignment, documentation, and impact visible.

This artifact is built for education leaders, instructional coaches, special education teams, and governance bodies who must balance equity, access, and instructional integrity. It supports consistent application, compliance, and evidence-based adjustment of supports across classrooms and assessments.

Three Key Questions This Artifact Helps You Answer

• Are accommodations and modifications clearly distinguished and applied consistently?

• Do our supports align with documented plans and instructional objectives?

• Are we preserving instructional integrity while ensuring equitable access for students?

What This Framework Supports

This artifact supports organizations seeking:

• Clear governance of how accommodations and modifications are authorized, documented, and applied

• Consistent distinction between supports that change access and those that change learning expectations

• Evidence-based evaluation of equity, compliance, and instructional impact

• Alignment between documented plans (IEPs, 504s, MTSS) and classroom or assessment practices

How it is Used

The artifact provides a structured governance framework that guides education leaders and teams through:

• Reviewing how accommodations and modifications are defined, approved, and distinguished across contexts

• Evaluating alignment between supports, instructional objectives, and documented plans

• Identifying risks related to equity, inconsistency, or compliance

• Formulating recommendations to strengthen documentation, consistency, and instructional integrity

This enables schools and districts to ensure equitable access without eroding academic expectations, while maintaining defensible governance over instructional supports.

What This Produces

• Evaluation of how accommodations and modifications are defined and distinguished

• Assessment of alignment to learning objectives and documented plans

• Identification of equity, consistency, or compliance risks

• Recommendations to strengthen governance and instructional integrity

Common Use Cases

• Reviewing how accommodations and modifications are implemented across classrooms

• Auditing compliance with IEPs, 504 plans, or MTSS supports

• Addressing inconsistent application of supports across teachers or assessments

• Clarifying when modifications that change expectations are appropriate

• Evaluating equity, access, and instructional impact of current supports

How This Artifact Is Different

Unlike informal reviews or checklist compliance, this artifact treats instructional supports as a governed decision domain. It embeds clarity, documentation, consistency, and evidence-based review into how accommodations and modifications are authorized and applied, ensuring both access and academic expectations are preserved.

Related Framework Areas

This artifact is commonly used alongside other SolveBoard frameworks focused on:

• Decision governance for instructional and policy domains

• Compliance monitoring and documentation standards

• Instructional design, assessment integrity, and learning objective alignment

• Equity, access, and accountability in educational systems

Framework Classification

This artifact is part of the SolveBoard library of structured decision and governance frameworks. It is designed as a repeatable governance framework for instructional supports rather than an informal review checklist or compliance-only audit.

Accommodation & Modification Governance

Defining how instructional accommodations and modifications are selected, applied, monitored, and evaluated to ensure equity, access, and integrity of learning.

Definition

Accommodation & Modification Governance establishes how supports that change access (accommodations) and those that change expectations (modifications) are authorized, implemented, and reviewed. It governs alignment to learning objectives, documentation, consistency of application, and progress monitoring. Within SolveBoard, this framework ensures that supports are equitable, intentional, and instructionally sound rather than ad hoc or inconsistent.

When to Use

• When students require access supports to demonstrate learning

• When modifications are considered that alter learning expectations

• When accommodations are applied inconsistently across classes

• When auditing compliance with IEPs, 504 plans, or MTSS supports

• When addressing equity in assessment and instruction

When Not to Use

• When instruction is universally designed with no individualized supports

• When supports are externally mandated without discretion

• When evaluation is informal and ungraded

Common Mistakes

• Confusing accommodations with modifications

• Applying supports without aligning to documented plans

• Lowering expectations without clear instructional rationale

• Inconsistent implementation across teachers or assessments

• Failing to review the impact of supports on learning outcomes

Purpose of Accommodation & Modification Governance

The purpose of Accommodation & Modification Governance is to ensure that all students have equitable access to learning while preserving the integrity of instructional goals. Clear governance prevents both under-support and over-modification, ensuring supports are targeted, documented, and effective.

How to Apply

• Distinguish accommodations (access) from modifications (expectation)

• Align supports to documented plans and instructional objectives

• Define conditions under which modifications are appropriate

• Ensure consistent application across activities and assessments

• Monitor student progress and adjust supports based on evidence

• Review equity and compliance implications regularly

Example Scenario

A student with a reading disability receives extended time and text-to-speech for assessments (accommodations). Another student with significant cognitive challenges works on modified objectives aligned to essential standards (modifications). Using the framework, the team documents each support, applies it consistently, and reviews progress to ensure both access and instructional integrity.

Boundaries

Accommodation & Modification Governance does not replace legal requirements, special education eligibility processes, or diagnostic evaluations. It provides the instructional and operational structures

for implementing documented supports with fidelity and equity.

What This Artifact Does

Evaluates whether accommodations and modifications are clearly defined, equitably applied, and aligned to instructional goals.

You Provide

(You may provide some, all, or none of the items below. Partial inputs are valid.)

• Descriptions of current accommodations and modifications

• Relevant IEP, 504, or MTSS documentation (if applicable)

• Assessment and instructional examples

• Progress monitoring data or observations

• Examples of implementation challenges (optional)

• Written descriptions or pasted text

• Files, PDFs, images, and other uploads (always acceptable)

• Optional context notes (grade level, subject, institutional policies)

Core Question

Are accommodations and modifications governed in a way that ensures equitable access while preserving instructional integrity?

Decision Logic

• If supports vary by teacher → Standardize documentation and expectations

• If expectations are unintentionally lowered → Reassess use of modifications

• If access barriers persist → Refine or add accommodations

• If equity concerns arise → Audit consistency and compliance

• If outcomes do not improve → Adjust supports based on data

What the Output Means

• Evaluation of clarity and consistency of supports

• Identification of misalignment, equity, or compliance risks

• Analysis of impact on learning outcomes

• Recommendations for strengthening governance of supports

Do Not Use When

• Supports are fully externally mandated

• All instruction is universally designed without individualization

• Evaluation is informal and ungraded

You do not need to complete every section below. Provide only the information you have available or wish to provide. The AI will generate output using only the inputs you supply and will not assume or infer missing information.

Section 1 — Current Accommodations and Modifications in Use

What This Input Represents

The supports currently provided to students and how they are categorized.

If You Have Materials, You May Provide (List file names here in your input document):

• Lists of accommodations

• Lists of modifications

• IEP, 504, or MTSS plans

Guiding Questions:

• What accommodations (access supports) are currently provided?

• What modifications (changes to expectations) are currently used?

• How are these supports documented and differentiated?

Section 2 — Alignment to Learning Objectives and Expectations

What This Input Represents

How supports relate to instructional goals and standards.

If You Have Materials, You May Provide (List file names here in your input document):

• Curriculum guides

• Learning objectives

• Assessment rubrics

• Instructional plans

Guiding Questions:

• How do accommodations preserve original learning expectations?

• Where do modifications intentionally alter expectations?

• Are supports clearly aligned to instructional goals?

Section 3 — Consistency, Equity, and Compliance of Application

What This Input Represents

Whether supports are applied fairly, consistently, and in line with documented plans.

If You Have Materials, You May Provide (List file names here in your input document):

• Implementation examples

• Assessment samples

• Compliance audits

• Teacher guidance

Guiding Questions:

• Are accommodations and modifications applied consistently across classes or assessments?

• Are supports aligned to IEP, 504, or MTSS documentation?

• Where do equity or compliance concerns arise?

Section 4 — Impact on Learning Outcomes and Integrity

What This Input Represents

The instructional and performance effects of supports.

If You Have Materials, You May Provide (List file names here in your input document):

• Progress monitoring data

• Assessment results

• Student work samples

• Observation notes

Guiding Questions:

• How are supports affecting student performance and access?

• Are expectations being unintentionally lowered?

• What evidence exists that supports improve learning outcomes?

Section 5 — Supporting Context, Files, and References

What This Input Represents

Any additional information that would help the AI interpret instructional context, legal obligations, or implementation challenges accurately.

You May Include (List file names here in your input document):

• Institutional policies or guidelines

• Audit, compliance, or monitoring reports

• Assessment or curriculum documentation

• Links to learning management or student information systems

• Pasted text or excerpts

Additional Instructions (Optional)

You may add extra instructions to further shape the output, including:

Requesting PDF or other output formats
Limiting page length or response size
Layout preferences (section order, headings, structure, templates)
Specifying tone, style, or format (executive, concise, detailed, formal, etc.)
Output consistency preferences (fixed structure, standardized phrasing, strict formatting)
Prioritization or scoring preferences (how gaps, risks, or actions should be ranked)
Desired mode behavior as outlined in the section below
Any other constraints, rules, or priorities relevant to your use case

If included, the AI will follow these instructions when they do not conflict with the bridge’s execution rules. More specific instructions generally produce more consistent, repeatable, and targeted outputs.

Desired Mode Behavior

Strict Mode

• Maximize determinism and repeatability
• Minimize wording variation, structure changes, and interpretive flexibility
• Do not extend beyond explicit user inputs

Balanced Mode (Default)

• Maintain structure and discipline
• Allow limited analytical judgment where inputs are incomplete
• Do not introduce external assumptions

Exploratory Mode

• Expand hypothesis space and analytical angles
• Surface alternative interpretations and scenario paths
• Still grounded only in user-provided inputs

If no mode is specified, default to Balanced Mode.

What This Enables

Based on your prepared inputs, this artifact will evaluate whether accommodations and modifications are clearly defined, equitable, and instructionally sound; identify misalignment, equity, or compliance risks; and recommend governance improvements that preserve access while maintaining instructional integrity.

Canonical Input Rule (For All SolveBoard Artifacts)

Documents are optional. Sections may be partially completed or left blank. Structured answers to any subset of guiding questions constitute valid input. The AI will evaluate only provided information and will not infer missing content.

AI Execution Instructions

You are operating in Bridge Execution Mode. Follow these rules exactly. Do not reinterpret, summarize, optimize, or override them. Do not introduce external knowledge, assumptions, or inferred content. Evaluate only user-provided inputs. If required information is missing or ambiguous, flag it rather than guessing. Output must follow the defined Output section exactly.

Users may provide some, all, or none of the input sections. Process only what is explicitly provided. Treat empty sections as intentionally omitted.

Purpose

Generate a structured review of accommodation and modification practices to evaluate equity, alignment, and instructional integrity.

What This Bridge Answers

Are accommodations and modifications applied in a way that ensures equitable access while preserving instructional integrity—and how should governance structures be redesigned to improve consistency and outcomes?

Inputs (All Optional)

• Descriptions of accommodations and modifications in use

• IEP, 504, or MTSS documentation (if applicable)

• Examples of assessments or instructional tasks

• Progress monitoring data

• Any relevant institutional guidelines

• Files, PDFs, spreadsheets, images, links, or other uploaded material

• Context notes

Note: Output Quality and specificity scale with input completeness. The user has been informed of this via the input sheet.

Processing Rules

A valid Accommodation & Modification Governance output must satisfy all of the following:

• Accommodations and modifications are clearly distinguished

• Alignment to learning objectives is evaluated

• Consistency and compliance of implementation are assessed

• Equity and access implications are examined

• Recommendations improve both access and instructional integrity

When inputs are sparse:

• Produce the most complete output possible with available data

• Explicitly flag what's missing and how additional inputs would enhance the analysis

• Do not infer or assume missing information

Execution Steps

• Review provided supports and documentation

• Analyze alignment to objectives and expectations

• Evaluate consistency of application

• Assess impact on learning and equity

• Generate findings and recommendations

Output

• Evaluation of support clarity and alignment

• Identification of equity, compliance, or integrity risks

• Analysis of instructional impact

• Recommendations for improving governance of accommodations and modifications

Failure Conditions / Misuse

• Confusing accommodations with modifications

• Applying supports without documentation

• Lowering expectations without rationale

• Introducing external assumptions not provided by the user

Mode Behavior (From Input Sheet)

Strict Mode

• Maximize determinism and repeatability
• Minimize wording variation, structure changes, and interpretive flexibility
• Do not extend beyond explicit user inputs

Balanced Mode (Default)

• Maintain structure and discipline
• Allow limited analytical judgment where inputs are incomplete
• Do not introduce external assumptions

Exploratory Mode

• Expand hypothesis space and analytical angles
• Surface alternative interpretations and scenario paths
• Still grounded only in user-provided inputs

If no mode is specified, default to Balanced Mode.

Additional Instruction Governance

User-provided additional instructions must be followed exactly unless they conflict with core Bridge Execution Rules. If a conflict exists, Bridge Execution Rules take priority.

Additional instructions may control format, tone, structure, length, or ordering, but must not introduce inferred content, external knowledge, or speculative assumptions.

If instructions are ambiguous, flag ambiguity rather than guessing.

Additional Instructions Execution Rule

If the user provides instructions in the Additional Instructions field, they are binding execution constraints.

Failure to follow them constitutes a Bridge Execution Failure.

Reminder to AI: If a format is requested (e.g., PDF, DOCX), the final output MUST be delivered in that format.

Artifact Instructions

These instructions explain what information the Accommodation & Modification Governance artifact requires and how to prepare your inputs.

How to Prepare Your Input Document (Required Format)

Create a new Word (or similar) document.
Copy all text from the Input Sheet tab into the document.
Save it — this is now your Input Document.
Answer the guiding questions directly in the Input Document and reference any supporting files there.
Save the completed Input Document (Word, PDF, etc.).
Copy all text from the Bridge AI Prompt tab and paste it into the prompt field.
Attach the completed Input Document and any referenced files when submitting the prompt.

No Supporting Files? No Problem.

You can proceed without uploading any supporting documents, spreadsheets, dashboards, reports, or other attachments.

The Input Document is still required, but it may contain only plain-text answers to the guiding questions.

Written responses alone are sufficient for the AI to generate output.

Supporting files, links, and pasted materials are always optional.

Missing Inputs Are OK

You do not need to complete every section.
You do not need supporting files.

The AI will still run. It will:

Use only the inputs you provide
Skip or flag missing sections
Never fail due to incomplete information

Output quality scales with input depth — but execution never breaks.

Submitting Files

If you upload files, list each file name under the relevant “If You Have Materials” section in your Input Document. This ensures each file is clearly tied to its intended use.

What to Expect From This AI Bridge

This bridge generates a structured, high-value starting point, not a guaranteed final deliverable. Output quality improves as inputs become clearer, deeper, and more complete.

This artifact supports iteration. Users are encouraged to refine inputs, test variations, and rerun the bridge to improve results.

The AI organizes complexity and accelerates insight — but final judgment and decisions remain with the user.

In Short

Stronger inputs → stronger outputs
Iteration improves results
Cross-artifact testing can reveal new perspectives
This artifact enables progress, not perfection