Accommodate assignments in minutes

Bring in the assignment, reading, worksheet, or assessment you already plan to teach. Choose a tool suited to that material—for example, reading scaffolds, writing supports, or clarified directions—then configure and generate a draft. Review the result and export it for students. Each tool has its own input requirements, so the available adaptations depend on your source material.

You can prepare supports for the whole class, a group, or an individual learner. Students who need similar supports may use the same version. When a class roster and recorded accommodations are available, roster-aware features can help connect those supports to the assignment. You decide which versions students receive.

Examples include reading scaffolds, vocabulary supports, writing scaffolds, graphic organizers, guided notes, and reference sheets. Atticus can also draft directions and other teaching text for you to review. There are audio and multimedia tools with their own supported formats. Available outputs depend on the selected tool and source material; a reading passage, writing assignment, and math assessment will not all support the same transformations.

Yes. You can work from your existing curriculum and teacher-created materials. Include the original directions, learning objective, and rubric when available so you can check the adapted version against what you intended to teach. Use materials you have permission to upload and adapt.

The learning goal should guide the adaptation. A student might need vocabulary definitions, smaller sections, or a planning organizer while still answering the same substantive question. Other changes can alter the difficulty or skill being assessed. Review the output for the intended standard, required reasoning, and answer expectations before using it.

You can specify the intended audience alongside the reading target, helping keep the topic and tone appropriate for older students. The Text Complexity Adjuster works with qualifying English prose passages; standalone equations, rubrics, and other unsupported material need a different tool. Review the result for both readability and age appropriateness, including essential subject vocabulary.

Treat generated materials as drafts for professional review. Check facts, calculations, answer keys, directions, and alignment with the original assignment. You can request revisions and edit supported document exports before sharing. Review is especially important when an adaptation could change what an assessment measures.

The guided tools let you choose settings and supports without writing a detailed prompt. You can also work conversationally with Atticus, the built-in assistant—for example, “Break these directions into steps and add a checklist.” Clear source material and a specific learning goal help either workflow.

AIccommodate connects assignment content, adaptation tools, saved outputs, and teacher review in one workflow. With a class assignment pinned in Atticus, the assistant can use the available assignment context and recorded student supports. You can keep the resulting materials with the assignment instead of repeatedly rebuilding the context in separate conversations.

Yes. Teachers can create supports for students with IEPs, students with 504 plans, multilingual learners, and students who need help with a particular task. Many supports can also be offered to the whole class. You do not need to assign a disability label to create clearer directions, vocabulary help, or a graphic organizer.

AIccommodate does not establish an official IEP or decide a student’s services. It helps educators translate selected supports into classroom materials and practical adjustments. The IEP or 504 team determines the plan, and staff remain responsible for checking that generated materials match the student’s documented needs.

No. You can work from relevant supports recorded in student profiles or selected for a task. Atticus also has a review workflow for detected IEP or 504 text, including an option to share structured tags. Review what will be sent. Real student information should be used only after your school’s authorization, agreement, and activation process are complete.

Yes—evaluate this workflow with sample information. Attach a supported document or paste a plan excerpt. The structured-support option uses AI to read screened text, then lets you review suggested tags before adding the reviewed block to chat. Extracted attachment text is capped at 50,000 characters, and structured extraction keeps at most 12 catalog supports; suggestions may be incomplete or wrong. Check the source plan yourself. This does not automatically update a roster profile. See the workflow and its limits.

Chunking might become shorter sections with clear stopping points and checks for understanding. Organizational support might become a planning organizer, numbered steps, or a completion checklist. AIccommodate helps produce those concrete materials; the teacher checks whether the result implements the support appropriately for the student and task.

Some accommodations translate directly into materials, such as clarified directions, vocabulary supports, and writing scaffolds. Others require classroom action: extended time, preferential seating, movement breaks, a reduced-distraction setting, or adult assistance. A generated handout can support implementation, but staff still need to provide those accommodations.

Staff need to keep the recorded supports current and review affected materials. Previously generated work should not be assumed to update automatically when a profile changes. Before reusing a saved version, check it against the current plan and revise or regenerate it as needed.

A saved material shows what was prepared. By itself, it does not establish that the student received it, used it, or received every required support. Continue your school’s implementation records, service documentation, and progress-monitoring procedures. AIccommodate materials can contribute to that record without replacing it.

A generated material alone cannot establish effectiveness. Staff should consider student work, independence, participation, assessment results, and observations over time. AIccommodate can help prepare different supports, but decisions about continuing or changing a support should rest on evidence about the student’s experience and progress.

Universal Design for Learning encourages educators to anticipate barriers and provide meaningful options for engagement, accessing information, and expressing learning. AIccommodate can help create options such as audio, visual explanations, organizers, and response scaffolds. Teachers select options that serve the learning goal and their students. Learn about UDL from CAST.

Students do not need an AIccommodate account to use materials you print or distribute through your existing classroom systems. Student-facing tools, such as the AI Tutor, use separate access workflows. Teachers can begin with material creation without introducing student AI conversations.

With the relevant connections authorized, you can import assignment content from Canvas and Google Classroom and selected files from Google Drive. Supported materials can be exported to formats such as PDF or Google Docs, and supported content can be pushed to Canvas. These are content-transfer workflows; they do not automatically synchronize student rosters, grades, or submissions.

You can bring in content through supported uploads or pasted text, then distribute exported materials through your LMS. That provides a workflow where a direct integration is unavailable. During an evaluation, use one of your actual assignment formats to check the import, review, and distribution steps.

Yes. Start with instructional materials that contain no identifying student information, and use sample profiles when exploring roster-aware workflows. Real student use requires a separate school onboarding and activation process. Creating an individual account does not authorize someone to upload a school’s student records.

Teacher text workflows use roster-aware and pattern-based detection to replace detected identifying details with labels or redactions before AI processing. Relevant teaching context, such as accommodation tags, may be included. Student and parent messages use best-effort detection, and audio and some image workflows transmit the supplied media. Avoid identifying details in those inputs. Our Privacy Policy explains the differences and limitations.

We do not sell student data or use it for advertising. Our school data agreement template includes a commitment that AIccommodate will not train AI models on student data; request the agreement for your school to review. Schools should also review the provider-specific processing and retention terms in the vendor documentation. Restrictions on training do not necessarily mean requests are retained for zero days.

Request the school data agreement, privacy information, vendor disclosures, and accessibility documentation. Your team should confirm the intended users, permitted information, access arrangements, retention and deletion terms, and activation requirements. These are part of evaluating an educational service. U.S. Department of Education guidance explains service providers’ responsibilities under FERPA.

Our Accessibility Statement and conformance report describe the evaluated application surfaces, testing, and known limitations. Generated materials require their own review. Current PDF exports are designed for printing and are not tagged PDFs; use supported Google Docs or Word exports for screen-reader workflows and check the resulting document. The report does not establish accessibility for every generated file or assistive-technology combination.

A practical evaluation can begin with a small group of teachers and a few assignments they already teach. Include a SPED coordinator or instructional lead who can review the appropriateness of the supports. For a school rollout, contact us to agree on the participating users, onboarding, privacy requirements, and activation scope. Pilot terms and timelines should be agreed in writing.

Set practical criteria before the pilot begins: preparation time, the amount of editing teachers need to do, alignment with selected supports, and whether students can use the materials successfully. Compare original and adapted assignments and collect teacher feedback. Evaluate whether the materials are appropriate and useful, alongside any time savings.

The public teacher plan is currently listed at $14.99 per teacher per month, with a 14-day free trial. School, district, and enterprise pricing varies by enrollment and scope. A school quote should identify the included features, covered users, usage allowances, onboarding, and agreement term. See current pricing or contact us for a school quote.

Contact hello@aiccommodate.com to request a walkthrough using an assignment with student-identifying information removed. Describe the supports you want to explore. A useful walkthrough follows the complete process: bringing in the assignment, selecting supports, generating a draft, reviewing it, and exporting something a teacher could use.