IEP Accommodations in Kentucky: What's Allowed on State Tests and in the Classroom

Accommodations in an IEP are not just about convenience. In Kentucky, the accommodations written into an IEP have to satisfy specific requirements before they can be used on the Kentucky Summative Assessment — and getting this wrong affects both your child's testing access and the validity of their scores.

Here is what Kentucky's accommodation rules actually require, and how to make sure your child's IEP gets them right.

The Fundamental Rule: Classroom First, Then Testing

Under 703 KAR 5:070 — the Kentucky administrative regulation governing the inclusion of special populations in state assessment programs — an accommodation can only be used on a state test if it is also used consistently during daily classroom instruction. There is no such thing as a testing-only accommodation that appears only on test day.

This rule exists because an accommodation is supposed to reflect how a student actually learns, not just a strategy introduced to boost test scores. If a student uses extended time on assessments but never uses it during classroom instruction, using it on the state test may actually skew the test results rather than reflect authentic performance.

The practical implication: when the ARC writes accommodations into an IEP, those accommodations need to be used in the classroom from day one. Special education coordinators and general education teachers need to implement them consistently, not selectively.

What Counts as an Accommodation in Kentucky

An accommodation changes how a student accesses information or demonstrates what they know, without changing the grade-level standards or the content being assessed.

Human reader (read-aloud): A staff member reads directions and assessment passages exactly as written. Kentucky's rules are specific: the reader cannot provide interpretive assistance, cannot define words, and cannot lead the student toward an answer. A human reader reads; they do not explain.

Scribe: A staff member records the student's responses exactly as dictated. Scribes may not correct spelling or grammar unless the student self-corrects, and they may not make editorial changes to the student's responses.

Extended time: Additional time beyond the standard testing window. The IEP must specify the extension — typically 1.5x or 2x standard time. Unlimited time is not a permissible accommodation on Kentucky's state assessments; a specific extension must be named.

Separate testing setting: A distraction-free room or small group setting where the student tests apart from the general population. Frequently combined with extended time for students with attention, anxiety, or behavioral regulation needs.

Manipulatives: Physical objects used to support math problem-solving. Students may also use a 3x5 inch notecard with a graphic organizer, provided it does not contain information that directly leads to the correct answer.

Assistive technology: Text-to-speech software, screen readers, speech-to-text tools, talking calculators for subjects where calculation is not the assessed skill. Kentucky policy states that technology must be considered before human assistance whenever feasible. If a student can use a screen reader instead of a human reader, that is typically preferred.

Breaks: Structured, timed breaks during testing. The IEP should specify the break schedule — for example, a five-minute break every 20 minutes.

Preferential seating: Placement in the classroom near the teacher, away from distractions, near the door, or in whatever configuration has been shown to help the student focus.

What Is Not an Accommodation in Kentucky

Anything that changes the grade-level standard or reduces what the student is expected to know is a modification, not an accommodation. Modifications are not permitted on state assessments on the standard diploma track.

Modifications include:

• Reducing the number of answer choices from four to two to increase guessing odds
• Skipping sections of the assessment
• Allowing the use of a calculator on a section assessing computational skills
• Replacing the content with below-grade material
• Grading using different criteria than other students

If these appear in your child's IEP, they should trigger a discussion about whether the child is on the standard diploma track or the alternate assessment pathway — because modifications of this nature are associated with the alternate curriculum, not with the standard assessment with accommodations.

Assistive Technology as an Accommodation

Kentucky's regulations specifically state that assistive technology must be considered as a potential accommodation before human assistance. The ARC is required to consider whether a student needs AT devices and services, and this consideration must appear in the IEP documentation.

For students with reading disabilities, AT accommodations commonly include:

• Text-to-speech software (Learning Ally, NaturalReader, Read&Write)
• Digital text versions of printed materials
• Graphic organizer software

For students with writing disabilities:

• Speech-to-text software
• Word prediction software
• Graphic organizer tools with export to text

For students with visual impairments or processing issues:

• Screen magnification software
• High-contrast display settings
• Braille displays

If your child's IEP does not include an assistive technology consideration section, that is a gap. The ARC is required to address it. If the district has not conducted an AT evaluation and you believe your child could benefit from AT, request one in writing.

Home Use of School-Provided Assistive Technology

One important Kentucky-specific rule: if the ARC determines that a student requires assistive technology to access FAPE, and that the student requires that technology at home to receive FAPE, the school must provide it for home use at no cost to the family. This applies to school-purchased devices and software.

This matters for students who use text-to-speech or AAC devices. If the device goes home with the student each day, the district may not charge the family for that use.

When Accommodations Are Not Being Implemented

An accommodation written in the IEP but not consistently implemented is a failure to implement the IEP — which is a reportable violation. Parents frequently discover that accommodations like extended time or read-aloud are being offered inconsistently across teachers, or that the general education teacher was never informed of the accommodation requirements.

If you suspect accommodations are not being delivered, request the implementation logs from the special education coordinator. Some districts maintain records of which accommodations were used for each assessment period. If no such records exist, that itself is a documentation gap.

A written email to the special education coordinator documenting your concern — "I have reason to believe the extended time accommodation has not been consistently implemented in [subject]" — creates a record and typically prompts the district to address the issue without requiring a formal complaint.

The Kentucky IEP & 504 Blueprint includes a Kentucky-specific accommodation checklist aligned with 703 KAR 5:070, a guide to requesting AT evaluations, and template language for IEP meeting discussions about accommodation selection and implementation monitoring.

See more United States homeschool guides →