A child’s day at Aim High School in Farmington Hills begins like any other. But for these students in grades 6-12 with learning differences, every day comes with unique challenges — and a plan to meet them head-on.
Here, individualized accommodation plans (IAPs) provide structured support, blending academic tools, behavioral guidance, and self-reflection to help students build independence.
“We don’t want any of our students to fall through the cracks,” says Molly Urquhart, Dean of High School. “When a student is struggling academically or socially, we design a written, targeted plan that focuses on accommodations and incentives.”
This ensures that parents, students and all the teachers are on the same page, working toward the same goals. “It’s like an all-encompassing IEP — with student-specific incentives, without all the paperwork.”
And the IAP outlines their entire day with their goals in mind. “These goal-oriented plans are meant to be temporary — and celebrated when met,” she adds. “They serve as guardrails for students until they can complete goals independently.”
Here’s how one student might move through their day with an IAP guiding the way.
Morning routine sets the tone
The student flips open their planner, skimming the notes from yesterday. Today’s focus: turning in assignments on time and staying engaged in class. These goals, outlined in their IAP, shape their day.
Their first challenge? Tracking progress. A quick glance at the past week’s scores gives them confidence — they’re making strides.
“Sometimes they have one bad day and think, ‘I’m never going to be able to do this,’” Urquhart explains. “We say, ‘We know you can. Let’s look at your planner and see all these great scores you had on previous days,’ and go from there.”
- The 5-point system helps students measure progress on their individual goals, with teachers assigning a score from 0-5 for participation, following directions, and completing work or other specific objectives outlined in their IAP.
- Five or more missing assignments means electives are paused until the student makes up work. “We don’t see it as a punishment,” Urquhart says. “It’s an opportunity to catch up at school instead of struggling to do it at home.”
Classroom strategies keep students on track
In math class, the student pulls up MathType on their laptop, which helps them type equations instead of handwriting them.
This student also struggles with organization, so OneNote, another virtual tool, acts as a digital binder, keeping all their work in one structured place.
At another point, the teacher gives the child a subtle cue: “Look at part three of your binder.”
The student checks their visual checklist, a guide that helps them recognize and adjust behaviors — like interrupting or losing focus — before their frustration builds.
- Stoplight cards let students nonverbally communicate their needs so they don’t interrupt the class — green means they are good to go and know what they are doing, yellow signals they need a break, and red indicates they are stuck/need assistance.
- Consistent teacher cues help reinforce self-reflection. “Teachers are constantly communicating to keep each other informed on the students,” Urquhart says. “We are working as a team with a cohesive message as the day progresses.”
Midday check-ins and motivation
The student checks their scores from the morning. They’re on track — but they know the real incentive is coming.
“Some students need to have rewards hour by hour. Others need longer,” Urquhart says. For example, if a student gets all “5s” this week, they can join a favorite elective or earn a customized reward that especially motivates them.
Personalized incentives make motivation feel positive, not punitive.
- Scoring determines rewards and consequences, but flexibility is key. If a student struggles, accommodations shift — like reducing homework or adjusting expectations.
- Rewards vary, from movement breaks to extra elective time, keeping students engaged.
End-of-day reflection builds independence
At the end of the day, the students flip through their planner one last time. Were they on track? Did they meet their goals? Teachers also do this examination — and, often, patterns emerge. For example, they may see that second hour is a consistent challenge.
That’s where Urquhart and the teachers problem solve, identifying why the student is struggling and working together to find a solution.
This approach also provides parents with a clear snapshot of their child’s day through the scoring system, tracking both academic and behavioral progress.
“I think it’s effective because students know they’re cared for,” Urquhart says. “They feel heard and can add input into the IAP. We clearly identify a change that needs to be made instead of just disciplining. The goal is progress, not perfection.”
Finding unique solutions for each student
IAPs are one core way Aim High School provides an individualized education to students, Urquhart says, but there are many others. What’s key? Being creative in responding to and supporting each student.
“Our students are all unique,” she says, “so the approach needs to be as well. That is exactly how the Aim High School educational team works.”
This content is sponsored by Aim High School, a school for kids in grades 6-12 with learning needs, including autism, ADHD and anxiety. Learn more at the Aim High School website.
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