Do… make accommodation decisions based on individualized needs.

Don’t…make accommodations decisions based on whatever is “easiest” to do (e.g., preferential seating)
 

Do…make sure to document instructional and assessment accommodation(s) on the IEP or 504 plans.
 

Don’t…use an accommodation that has not been documented on the IEP or 504 plans.

Do…be familiar with the types of accommodations that can be used as both instructional and assessment accommodations.
 

Don’t… assume all instructional accommodations are appropriate for use on assessments.

Do…be specific about the “Where, When, Who, and How” accommodations will be provided.

Don’t… just indicate an accommodation(s) will be provided “as appropriate” or “as necessary”.
 

Do…refer to state accommodations policies and understand implications of selections.
 

Don’t…check every accommodation possible on a checklist simply to be “safe.”

Do…evaluate accommodations use by the student

Don’t…assume that the same accommodations remain appropriate year after year.
 

Do…get input about accommodations from teachers, parents, and students and use to make decisions at IEP or 504 meetings.
 

Don’t… make decisions about instructional and assessment accommodations alone.

Do…provide accommodations for assessments that are routinely used for classroom instruction.
 

Don’t…provide an assessment accommodation for the first time on the day of a test.

Do…select accommodations based on specific individual needs in each content area.

Don’t…assume certain accommodations, such as extra time, are appropriate for every student in every content area.
 

Do…mediate the effect of the disability to access instruction and demonstrate learning.

Don’t…select accommodations that are unrelated to documented student learning needs or are intended to give students an unfair advantage.