Free Autism Accommodations List

Sample IEP wording

The school will provide the parent and student at least 24 hours of written advance notice of any scheduled fire drill, lockdown drill, or building evacuation drill, communicated by email or printed note. The campus safety officer notifies the case manager, who relays to the family within the 24-hour window, per 34 CFR 300.320(a)(4).

Sample 504 wording

Fire drill and emergency drill schedules will be shared with the parent and student at least 24 hours in advance whenever the drill schedule is known. Unscheduled real-emergency events are exempt.

Sample IEP wording

The student is provided personal noise-cancelling headphones to be carried in their backpack or stored in the classroom. Use is permitted across cafeteria, hallway, assembly, gym, and any setting the student identifies as high-volume. The school will replace headphones damaged in school use, per 34 CFR 300.105 assistive technology devices.

Sample 504 wording

The student may wear noise-cancelling headphones during cafeteria, hallway transitions, assemblies, and any high-volume setting at the student's discretion. Use does not require teacher permission and does not affect participation grades.

Sample IEP wording

A designated sensory regulation space will be identified by the IEP team and listed in the plan. The student may access the space at any point during the school day without verbal permission, using a non-verbal cue card to signal to the classroom teacher. Access frequency is logged weekly, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student has access to a designated sensory regulation space at any time during the school day. The student does not need to ask permission. Use of the space is not counted as an absence.

Sample IEP wording

The school will provide at least 24 hours of written advance notice of any scheduled assembly or large-group gathering. The student may attend with headphones and low-stimulation seating, or opt out to a quiet alternative space. Time in the alternative space is not counted as an absence, per 34 CFR 300.320(a)(4).

Sample 504 wording

Assembly and large-group gathering schedules will be shared with the parent and student at least 24 hours in advance. The student may opt out and be provided with a quiet alternative space (library, counselor office, or sensory room) for the duration.

Sample IEP wording

All verbal directions involving two or more steps will be paired with a written or visual representation (printed list, sticky-note checklist, or visual schedule card) provided to the student at the same time as the verbal instruction. The case manager reviews samples quarterly, per 34 CFR 300.320(a)(4).

Sample 504 wording

All multi-step verbal directions will be accompanied by a written or visual version provided to the student at the same time or in advance. The student may reference the written version throughout the activity without penalty.

Sample IEP wording

The student is permitted to respond to whole-class oral questions by typing on an approved device. The teacher reads the typed response aloud or displays it on a class monitor as the student elects, and the response counts identically toward oral participation rubrics, per 34 CFR 300.105.

Sample 504 wording

The student may type responses to whole-class oral questions on an approved device in lieu of speaking aloud. Oral participation grades will not be affected. The typed response is displayed or read aloud by the teacher.

Sample IEP wording

The student's AAC device is required across all instructional and non-instructional settings, including testing, recess, lunch, transportation, and extracurricular activities. AAC is charged daily by classroom staff, and a backup low-tech communication board is kept in the student's backpack, per 34 CFR 300.105.

Sample 504 wording

The student's AAC device is permitted in every school setting (classroom, testing, lunch, recess, gym, extracurricular). School personnel will not require the student to leave the AAC device behind at any point in the school day.

Sample IEP wording

The classroom team will post a visual daily schedule at the student's eye level in every classroom. Each activity, transition, special event, and pull-out service will be listed using picture-plus-text format. Schedules are updated before homeroom, and changes during the day are marked visually, per 34 CFR 300.320(a)(4).

Sample 504 wording

A visual daily schedule will be posted in each of the student's classrooms at the student's eye level. The schedule will list each activity, transition, and special event in order, updated before the start of the school day.

Sample IEP wording

All teacher slide decks, lecture outlines, and assigned reading lists will be shared with the student in digital or printed form at least 24 hours before the live class session. The classroom teacher shares through the student's preferred medium (email or learning management system), per 34 CFR 300.320(a)(4).

Sample 504 wording

Teacher slide decks, lecture handouts, and reading lists will be provided to the student at least 24 hours in advance of the class session. The student may use the advance copy to preview content and follow along during the live lesson.

Sample IEP wording

Any classroom assignment with two or more procedural steps will be issued in written checklist form, with each step on its own line and a checkbox for completion. The classroom teacher previews the checklist with the student at the start of the task and checks in at the midpoint, per 34 CFR 300.320(a)(4).

Sample 504 wording

All multi-step assignments will be provided to the student in written checklist form with each sub-step listed separately. The student may check off completed steps without penalty.

Sample IEP wording

The student will be provided 1.5x extended time on all timed academic assessments and in-class work products, including standardized state and district assessments where state policy permits, per 34 CFR 300.320(a)(6)(i). Extended time is delivered in a small-group or testing room setting.

Sample 504 wording

The student is permitted time-and-a-half (1.5x) on all in-class tests, quizzes, and timed assessments. Extended time also applies to district benchmark and standardized state assessments where state policy permits.

Sample IEP wording

Any assignment for which the grading rubric or expectations are communicated verbally will be made available in written form within one school day of the student's request. The teacher distributes through the student's preferred medium (handout, email, or learning management system), per 34 CFR 300.320(a)(4).

Sample 504 wording

The student may request a written rubric for any assignment for which the rubric was delivered verbally. The teacher will provide the written rubric within one school day without penalty.

Sample IEP wording

The classroom teacher will conduct an end-of-day homework check that confirms (a) the assignment is recorded correctly, (b) needed textbooks and handouts are gathered, and (c) the student understands what is due. The check is documented in the teacher's daily log and reviewed weekly, per 34 CFR 300.320(a)(4).

Sample 504 wording

The classroom teacher will conduct a brief end-of-day homework check with the student to confirm the assignment is recorded correctly and the needed materials are gathered. The check takes 3-5 minutes.

Sample IEP wording

The case manager provides the student a personal printed copy of the daily and weekly class schedule, including period, class, teacher, and room. A new printed copy is issued whenever the master schedule changes, and the schedule is also delivered in digital form, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student is provided a personal printed copy of the daily class schedule (period, class name, teacher, room). The printed copy is updated whenever the schedule changes and is kept in the student's planner.

Sample IEP wording

Whenever a planned substitute teacher will be replacing the regular classroom teacher, the school will provide written notice to the parent and student at least 24 hours in advance. The substitute receives a written copy of the student's IEP at-a-glance summary, per 34 CFR 300.323(d).

Sample 504 wording

The student will receive written notice of substitute teachers at least 24 hours in advance whenever the substitute is known. The notice may be emailed to the parent, sent via the school app, or posted in the student's planner.

Sample IEP wording

The school will provide the parent and student written notice of any schedule change at least 24 hours in advance whenever the change is known, via email, school app, or printed note. For unforeseen changes, the classroom teacher gives a same-day verbal heads-up using prepared scripted language, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will receive written notice of any change to the daily or weekly schedule at least 24 hours in advance when the change is known. Same-day verbal notice is acceptable for unforeseen changes.

Sample IEP wording

All classroom teachers will deliver 5-minute, 2-minute, and 1-minute transition warnings before any activity shift or end of period, using the student's preferred modality (visual timer, verbal countdown, or cue card). The case manager trains all teachers at the start of the year, per 34 CFR 300.320(a)(4).

Sample 504 wording

The classroom teacher will provide verbal or visual transition warnings at 5 minutes, 2 minutes, and 1 minute before any activity shift, lining up, or class change. Warnings may be timer-based, visual countdown, or verbal cue.

Sample IEP wording

On substitute days, the student will check in with a designated school adult for a 5-minute morning meeting before homeroom and a 5-minute end-of-day debrief. The designated adult is named in the IEP and trained on the student's regulation strategies, per 34 CFR 300.320(a)(4).

Sample 504 wording

On days when a substitute teacher is replacing the regular classroom teacher, the student may check in with a designated school adult (counselor, aide, or trusted teacher) for a brief morning meeting and end-of-day debrief.

Sample IEP wording

If the school cannot provide 24-hour advance notice of a schedule change, the classroom teacher delivers a same-day verbal heads-up at the start of the school day or as soon as the change becomes known. The script is pre-written in the IEP and reviewed at the annual meeting, per 34 CFR 300.320(a)(4).

Sample 504 wording

When advance notice of a schedule change is not possible, the classroom teacher will give the student a brief verbal heads-up at the start of the school day using prepared scripted language.

Sample IEP wording

The student is permitted to eat lunch in a designated quiet space up to 4 of 5 school days each week, choosing day-by-day. A staff member checks in during the quiet lunch period, and time in the space counts toward instructional minutes, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student may eat lunch in a designated quiet space (library, counselor office, sensory room) on up to 4 days per week without advance permission. Time in the quiet space is not coded as an absence.

Sample IEP wording

Classroom teachers will assign the student to teacher-selected groups for all group projects, considering social compatibility, peer-modeling potential, and the student's preferred working style. The student's role within the group is defined in writing at the start of the project, per 34 CFR 300.320(a)(4).

Sample 504 wording

For any classroom group project, the student will be assigned to a teacher-selected group rather than a self-selected one. The teacher will consider social compatibility and ensure the student has a defined role.

Sample IEP wording

The IEP team names a designated check-in adult and a backup who serve as the student's go-to support. The student requests a check-in using a non-verbal cue card. Check-ins are 5-10 minutes and documented in the staff log; the adult attends IEP meetings, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student has access to a designated school adult (counselor, aide, or trusted teacher) as a check-in resource during the school day. The student may request a check-in using a written or visual signal without advance permission.

Sample IEP wording

The student is provided a non-verbal help signal (color-coded cue cards or an agreed hand sign) to indicate they need help, more time, or a brief break. The classroom teacher acknowledges within 2-3 minutes and approaches the student's desk. Teachers are trained quarterly, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student may use a written or visual signal (cue card, hand sign, or colored card on the desk) to request help from the teacher without speaking publicly. The teacher will respond within 2-3 minutes.

Sample IEP wording

The classroom teacher, in consultation with the case manager and the families of both students, identifies a designated peer model for partner work. The peer model is briefed on the role (model behavior, share work, do not tutor) and rotated quarterly, per 34 CFR 300.320(a)(4).

Sample 504 wording

For group and partner activities, the student will be paired with a designated peer model (a peer who is socially compatible and willing to support the partnership). The peer model is identified by the teacher in consultation with both families.

Sample IEP wording

Classroom teachers will assign the student a low-stimulation seat away from doors, windows with glare, and known peer-noise sources. The case manager confirms placement at the start of each grading period, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will be seated in a low-stimulation area of the classroom, away from high-traffic doors, windows with strong glare, and known sources of peer noise.

Sample IEP wording

The IEP team will identify a classroom with non-fluorescent lighting (LED or natural) for the student's homeroom and primary academic blocks. Where district facilities do not permit reassignment, the student is seated in the lowest-flicker area and may wear FL-41 tinted glasses, per 34 CFR 300.320(a)(4).

Sample 504 wording

Where district facilities allow, the student will be assigned to a classroom with non-fluorescent lighting (incandescent, LED, or natural light). Where reassignment is not possible, the student may sit in the lowest-flicker area of the room.

Sample IEP wording

The student is permitted to wear sunglasses or FL-41 tinted glasses indoors at any time during the school day. School staff will not require the student to remove tinted glasses unless required for a specific identification check, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student is permitted to wear sunglasses or tinted glasses indoors to mitigate sensory load from lighting. The student does not need to ask permission and use does not affect dress-code enforcement.

Sample IEP wording

A weighted vest (sized to 2-10% of the student's body weight) will be provided by the school OT for use during instructional blocks. The OT trains classroom staff on safe use, and the vest is worn for no more than 20 minutes at a time, per 34 CFR 300.34(b) related services and 34 CFR 300.105 assistive technology.

Sample 504 wording

The student may wear a weighted vest in the classroom for proprioceptive regulation. The vest is fitted and approved by a licensed occupational therapist.

Sample IEP wording

A weighted lap pad (sized to OT recommendation) is provided to the student for use during seated instructional blocks. The OT consults on safe weight and duration. The pad is replaced if damaged, per 34 CFR 300.34(b) and 34 CFR 300.105.

Sample 504 wording

The student may use a weighted lap pad during seated work time at the student's discretion. The lap pad is stored at the student's desk.

Sample IEP wording

Silent fidget tools approved by the IEP team are permitted at the student's desk during all instructional blocks. The case manager works with the family to identify tools that do not produce noise or visual distraction, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student may use silent fidget tools (putty, stress ball, tangle, fidget cube) at the desk during instruction. Use does not require teacher permission.

Sample IEP wording

The student is permitted sugar-free gum or an OT-approved chewable oral-motor tool during instructional blocks. The OT consults on tool selection, and used tools are replaced quarterly. This accommodation is not affected by general classroom no-gum policies, per 34 CFR 300.34(b).

Sample 504 wording

The student may chew sugar-free gum or use an approved chewable oral-motor tool (Chewelry, chewable pencil topper) during class for oral-sensory regulation.

Sample IEP wording

A personal water bottle is permitted at the student's desk in all settings, including testing. The student drinks at their discretion without requesting permission, and bathroom-pass policies are not gated on this accommodation, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student may keep a personal water bottle at the desk and may drink during class without raising a hand or asking permission. The bottle is permitted in all classrooms and during testing.

Sample IEP wording

The school will provide a standing or adjustable sit-stand desk in the student's primary classroom. The IEP team adds the desk to the student's secondary classrooms within one grading period of need. The OT consults on initial positioning, per 34 CFR 300.105.

Sample 504 wording

The student has access to a standing desk or an adjustable sit-stand desk in their primary classroom. The student may shift between standing and sitting at any time during class.

Sample IEP wording

A wobble cushion or move-and-sit air cushion approved by the OT is provided to the student for use during seated work. The cushion is moved between classrooms by the student or stored in each classroom, per 34 CFR 300.105 assistive technology.

Sample 504 wording

The student may use a wobble cushion or move-and-sit air cushion on their chair during seated work. The cushion is provided by the school or family.

Sample IEP wording

The school will install a bouncy band on the student's chair in all primary classrooms. The OT consults on band tension, and the band is replaced if it wears out during the school year, per 34 CFR 300.105.

Sample 504 wording

A bouncy band will be installed on the front legs of the student's chair so the student can push or tap their feet against it during seated instruction.

Sample IEP wording

Classroom teachers will assign the student brief heavy-work tasks (carry books, push a media cart, deliver materials) during the 5 minutes between classes. The OT consults on appropriate weight and frequency, per 34 CFR 300.34(b).

Sample 504 wording

The student will be assigned brief heavy-work tasks during transitions between classes (carrying books to the office, pushing a cart, returning materials).

Sample IEP wording

The IEP team will work with district facilities to designate the student's primary classroom as a fragrance-free zone. Scented cleaning products will be replaced with unscented alternatives, and signage will notify visitors, per 34 CFR 300.320(a)(4).

Sample 504 wording

Where district policy permits, the student's primary classroom will be designated fragrance-free, with no scented cleaning products, perfumes, or scented markers used in the space.

Sample IEP wording

Noise-cancelling headphones (non-audio-producing) are provided to the student for use during all standardized state and district assessments, in-class tests, and quizzes. Test administrators are trained on the accommodation prior to each testing window, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

The student is permitted to wear noise-cancelling headphones during all standardized and in-class tests. The headphones do not produce audio; they reduce ambient noise.

Sample IEP wording

The student will be administered all standardized and timed assessments in a small-group setting (maximum 5 students) with reduced sensory input. The testing room is identified annually, and lighting accommodations are documented, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

All standardized and in-class tests will be administered in a small-group testing environment (no more than 5 students) with reduced sensory input (lower lighting, no fluorescent flicker where possible).

Sample IEP wording

A school-funded take-home sensory kit (OT-approved fidgets, weighted lap pad, noise-cancelling headphones) is provided to the student for use during distance-learning days, extended absences, and home-instruction periods, per 34 CFR 300.105 assistive technology.

Sample 504 wording

The school will provide the student with a take-home sensory kit (lap pad, fidgets, headphones) for use during distance learning days, extended absences, or sick days when assignments are sent home.

Sample IEP wording

The IEP includes a written home study environment plan that describes the student's sensory-supportive setup (lighting, seating, breaks). The school OT provides a consultative home visit once per school year on parent request, per 34 CFR 300.34(b).

Sample 504 wording

The 504 plan includes a written description of the student's sensory-supportive home study environment, with school OT consultation available to the family if needed.

Sample IEP wording

All sensory accommodations in the IEP apply to extracurricular activities offered by the school, including clubs, athletics, drama, music, and field trips. Activity sponsors receive a copy of the at-a-glance IEP summary at the start of the season, per 34 CFR 300.107 nonacademic services.

Sample 504 wording

Sensory accommodations from the 504 plan (noise-cancelling headphones, regulation breaks, alternative seating) extend to all extracurricular activities, after-school clubs, athletics, and field trips offered by the school.

Sample IEP wording

A written field trip sensory plan will be prepared 5 school days before each trip and shared with the parent. The plan names the quiet break space at the destination, lists the sensory tools accompanying the student, and identifies the support adult. The case manager confirms the plan with the family, per 34 CFR 300.107.

Sample 504 wording

Before each field trip, the teacher will share a written sensory plan with the parent that includes the quiet break location at the destination, the sensory tools the student will bring, and the named adult support for the day.

Sample IEP wording

The school identifies a designated low-stimulation seat in the cafeteria for the student. Lunch monitors are trained to honor the seat assignment, and the student may shift to an alternative quiet space at any time, per 34 CFR 300.117 nonacademic settings.

Sample 504 wording

The student will be assigned a seat in a designated low-stimulation area of the cafeteria (perimeter table, near a quiet corner) when the student chooses to eat in the cafeteria rather than an alternative space.

Sample IEP wording

The PE department will offer the student an alternative PE activity (yoga, walking, weight room) on days when the standard activity exceeds sensory threshold. The student requests the alternative through a non-verbal signal to the PE teacher, and PE grade is unaffected, per 34 CFR 300.108 physical education.

Sample 504 wording

On days when the standard PE activity exceeds the student's sensory threshold, an alternative activity (yoga, walking, weight room, structured movement) will be offered. The student may request the alternative without penalty.

Sample IEP wording

The student is permitted to wait in a quiet supervised pickup area at dismissal. The case manager arranges supervision and confirms the pickup family knows the location. The accommodation extends to early-release and bus-loading times, per 34 CFR 300.117.

Sample 504 wording

At dismissal, the student may wait for pickup in a quiet supervised area (library, counselor office, classroom) instead of the main pickup zone. The pickup adult is notified of the alternative location.

Sample IEP wording

A designated high school sensory room is accessible to the student during transitions, lunch, study hall, and any non-instructional block. The student uses a digital sign-in (no verbal disclosure required), and a staff member is present, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student has access to a designated sensory room during transition periods, lunch, and study hall. The student does not need permission to enter or to disclose the reason.

Sample IEP wording

The early childhood team will set up a dedicated sensory corner in the student's classroom. The corner includes OT-approved items (cushions, dim lighting, weighted blanket). The student accesses it independently with adult supervision, and use is logged daily, per 34 CFR 300.34(b).

Sample 504 wording

The early childhood classroom will include a dedicated sensory corner with cushions, dim lighting, and a weighted blanket available to the student throughout the day. The corner is staffed by a familiar adult.

Sample IEP wording

The school identifies a dedicated outlet and time for charging the student's AAC device daily. A backup AAC device (or low-tech communication board) is provided during charging. Battery levels are checked at the start of each day, per 34 CFR 300.105.

Sample 504 wording

The student's AAC device will be charged at a designated time and outlet during the school day. A backup low-tech communication board is available during charging.

Sample IEP wording

Classroom staff use a First-Then visual board during instruction and transitions. The board displays the current activity in the First slot and the upcoming activity in the Then slot using picture-plus-text format. Updates happen at each transition, per 34 CFR 300.320(a)(4).

Sample 504 wording

A First-Then visual board will be available at the student's workspace showing the current activity and the next activity in picture form. The board is updated by the teacher throughout the day.

Sample IEP wording

Classroom staff prepare visual choice boards for transitions, free-time, and assignment options. The student selects via pointing, AAC, or marking. The case manager keeps a library of laminated boards updated quarterly, per 34 CFR 300.320(a)(4).

Sample 504 wording

Visual choice boards will be available to the student during the school day to support decisions about activities, lunch options, and response options. The student may point or use AAC to choose.

Sample IEP wording

The classroom team uses a set of visual cue cards for routine instructions (line up, sit, listen, walk). Staff are trained on use, and cards are visible at the front of the room. The case manager refreshes cards quarterly, per 34 CFR 300.320(a)(4).

Sample 504 wording

Classroom staff will use a set of visual cue cards (line up, sit, listen, walk, quiet) to deliver routine instructions to the student instead of or in addition to verbal directions.

Sample IEP wording

Open-ended writing tasks (journal entries, short essays, reflections) are accompanied by 3-5 pre-printed sentence starters. The student selects a starter to begin, and grade reflects content quality, not the use of the scaffold, per 34 CFR 300.320(a)(4).

Sample 504 wording

For open-ended writing tasks, the student will be provided pre-printed sentence starters as a scaffold for initiation. Use of starters does not affect grading of content.

Sample IEP wording

Teachers are trained to rephrase verbal instructions when the student uses an agreed-upon signal (raised hand or cue card). Rephrased instructions use shorter sentences and concrete vocabulary. Teacher training is refreshed at the start of each year, per 34 CFR 300.320(a)(4).

Sample 504 wording

When the student signals confusion about a verbal instruction, the teacher will rephrase using simpler language and shorter sentences without indicating frustration or singling the student out.

Sample IEP wording

Teachers conduct a check-for-understanding with the student after any multi-step verbal direction by asking the student to restate the first step. The check happens at the student's desk or quietly, never publicly, per 34 CFR 300.320(a)(4).

Sample 504 wording

After multi-step verbal directions, the teacher will check the student's understanding by quietly asking the student to restate the first step. The check does not single the student out publicly.

Sample IEP wording

The IEP team works with the student and family to draft a scripted greeting card customized to the student's age and preferred phrasing. The card is laminated, kept in the student's pocket or planner, and refreshed annually, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will be provided a wallet-sized scripted greeting card with prepared greetings for common school situations (entering class, meeting a substitute, greeting an adult).

Sample IEP wording

The case manager works with the student to draft a personalized conversation-maintenance script with phrases for asking follow-up questions, expressing interest, and exiting a conversation. The script is reviewed quarterly with the student, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student may carry a wallet-sized conversation-maintenance script card with prepared phrases for peer conversation. Use of the card is permitted and not affected by classroom no-phone or no-aid policies.

Sample IEP wording

The student is permitted to submit audio-recorded responses to writing prompts (other than mechanics-focused assignments) using a school-provided device. The teacher transcribes or grades the audio against the assignment rubric, per 34 CFR 300.105 assistive technology.

Sample 504 wording

For non-spelling-graded assignments, the student may submit an audio-recorded response using a school device in place of a written response. Grading is based on content using the assignment rubric.

Sample IEP wording

Teachers will provide unit vocabulary lists to the student a minimum of 5 school days before the unit begins. Lists include definitions, example sentences, and pronunciation notes. The case manager confirms delivery weekly during planner check, per 34 CFR 300.320(a)(4).

Sample 504 wording

Vocabulary lists for new units will be provided to the student at least 1 week in advance of the unit, including definitions and example sentences for pre-teaching at home.

Sample IEP wording

Closed captioning is enabled by default on all instructional video and audio media in the student's classrooms. Teachers test captioning before class. The case manager audits a sample classroom per month, per 34 CFR 300.320(a)(4).

Sample 504 wording

Closed captioning will be enabled on all classroom video, audio, and instructional media played in the student's classrooms. Teachers will check captioning works before pressing play.

Sample IEP wording

The student may complete oral presentation assignments in an alternative format: pre-recorded video, written report with visual aid, or one-on-one teacher presentation. Grading uses the same content rubric. The student selects the format at the start of each project, per 34 CFR 300.320(a)(4).

Sample 504 wording

For oral presentation assignments, the student may submit an alternative format (recorded video, written report with poster, or one-on-one presentation to the teacher) without grade penalty.

Sample IEP wording

The case manager prepares a 1-page communication passport in collaboration with the family. The passport travels with the student and is provided to substitutes, specials teachers, bus drivers, and any rotating staff. The passport is updated each semester, per 34 CFR 300.323(d).

Sample 504 wording

The student will travel with a 1-page communication passport that lists communication preferences, support needs, and emergency-contact information. Substitutes and rotating staff are provided the passport.

Sample IEP wording

Test administrators provide all test setup, format, and timing instructions to the student in written form. The student signals readiness to begin, and timed sections do not start until that signal. Test proctors are trained annually, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

Test instructions will be provided to the student in written form, with no time pressure to begin until the student signals readiness. Verbal-only instructions are not used for this student.

Sample IEP wording

The classroom teacher and case manager maintain a daily 2-way home-school communication log. The log captures activities, regulation status, behavior data, and any home-school messaging. The format (paper or app) is agreed at the annual IEP meeting, per 34 CFR 300.322 parent participation.

Sample 504 wording

A daily 2-way home-school communication log (paper notebook or app) will be maintained by the classroom teacher and reviewed by the parent. The log notes the day's activities, the student's regulation, and any incidents. This accommodation supports equal access by closing the school-home information gap.

Sample IEP wording

The classroom teacher and case manager identify a designated email or app channel for the family to ask homework clarification questions. Response standard is within 1 school day. The channel is documented in the IEP, per 34 CFR 300.322.

Sample 504 wording

A designated email or app channel will be available for the family to ask homework clarification questions directly of the classroom teacher. The teacher will respond within 1 school day.

Sample IEP wording

The case manager schedules a briefing with each extracurricular sponsor (coach, club lead, after-school staff) before the student begins participation. The briefing covers communication preferences, sensory needs, and emergency strategies. A 1-page handout is left with each sponsor, per 34 CFR 300.107.

Sample 504 wording

Coaches, club sponsors, and after-school staff will receive a briefing on the student's communication preferences, sensory needs, and support strategies before the student begins participation.

Sample IEP wording

The student's AAC device is required in all extracurricular settings. The case manager arranges charging time and a backup communication board for trip-day use. Coaches and sponsors complete a brief AAC training, per 34 CFR 300.107.

Sample 504 wording

The student's AAC device travels to all extracurricular activities (clubs, athletics, field trips). Coaches and sponsors are trained on AAC respect protocols.

Sample IEP wording

The case manager prepares a laminated emergency communication card for the student to carry on every field trip. The card includes name, accommodations summary, parent contact, support adult, and 3 scripted requests for help. The card is refreshed annually, per 34 CFR 300.107.

Sample 504 wording

On field trips, the student will carry a laminated emergency communication card with name, accommodations summary, parent contact, and prepared scripts for requesting help.

Sample IEP wording

At every classroom, school, or grade transition, the speech-language pathologist trains the receiving staff on the student's AAC system before day 1. Training is documented in the IEP file. A follow-up consultation occurs 30 days after transition, per 34 CFR 300.323.

Sample 504 wording

When the student transitions to a new classroom, school, or grade, receiving staff will complete AAC training (delivered by the speech-language pathologist or case manager) before the student's first day.

Sample IEP wording

All teachers wait a minimum of 10-15 seconds after asking the student a question before re-asking, prompting, or redirecting. This processing time is included in teacher training delivered by the case manager annually, per 34 CFR 300.320(a)(4).

Sample 504 wording

When a teacher asks the student a question, the teacher will wait at least 10 seconds before re-asking or redirecting, giving the student processing time.

Sample IEP wording

Writing assignments requiring planning are accompanied by a teacher-selected graphic organizer (story map, idea web, T-chart, or 5-paragraph outline). The case manager builds a library of organizers and trains teachers on selection. Use is graded for completion, not content, per 34 CFR 300.320(a)(4).

Sample 504 wording

For writing tasks involving planning (essays, reports, stories), the student will be provided a pre-printed graphic organizer to externalize the planning step. Use of the organizer does not affect grading.

Sample IEP wording

Classroom teachers share copies of lecture notes or outlines with the student either before class (for preview) or after class (for review). The format (printed handout, digital share, photo) is agreed in the IEP. Delivery is monitored monthly, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will be provided a copy of teacher notes or lecture outline before or after class. The student is not required to take notes during instruction if doing so divides attention.

Sample IEP wording

All classroom teachers initial the student's assignment notebook or planner at the end of each class to confirm assignments are recorded correctly. The case manager spot-checks notebooks weekly. Parent reviews the notebook nightly, per 34 CFR 300.320(a)(4).

Sample 504 wording

The classroom teacher will sign the student's assignment notebook daily to confirm the assignment is recorded correctly. The signature takes less than 30 seconds.

Sample IEP wording

The case manager configures a school-issued digital calendar for the student. Assignments and tests entered by classroom teachers auto-populate the calendar with 24-hour and same-day reminders. This accommodation builds transition skills, per 34 CFR 300.43 transition services and 34 CFR 300.320(b).

Sample 504 wording

The student is provided access to a school-issued digital calendar with auto-reminders for assignments, tests, and school events. Reminders are set 24 hours in advance and at the time-of.

Sample IEP wording

Complex assignment rubrics (3 or more grading criteria) are restructured into single-criterion sub-rubrics for the student. Teachers receive training from the case manager on rubric restructuring. The accommodation does not change content expectations, per 34 CFR 300.320(a)(4).

Sample 504 wording

Multi-criteria assignment rubrics will be broken into single-criterion sub-rubrics for the student. The student may address one criterion at a time and combine into the final submission.

Sample IEP wording

Classroom teachers deliver a first-step initiation cue to the student at the start of every new task. The cue may be verbal (the literal first action), visual (a visual cue card), or written (a starter sentence pre-printed on the task). The case manager monitors fidelity, per 34 CFR 300.320(a)(4).

Sample 504 wording

When given a new task, the student will receive a first-step initiation cue (verbal nudge, visual prompt, or pre-printed first sentence) to overcome the initiation barrier.

Sample IEP wording

For open-ended writing or response assignments, the student receives a brain dump template at task start. The template includes an unstructured idea space and a structured organization step. Use of the template counts toward task time but not toward content grade, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will be provided a pre-printed brain dump template for open-ended assignments. The template allows offloading ideas before organizing into a structured response.

Sample IEP wording

Teachers provide a self-assessment checklist with each assignment of 3 or more criteria. The student completes the checklist before submission. The case manager monitors checklist use quarterly, and the accommodation builds self-monitoring skill, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will use a self-assessment checklist at task completion to verify all assignment criteria have been addressed before submitting.

Sample IEP wording

The student carries a daily transition cue card with the day's schedule in picture-plus-text format. The card is printed by the homeroom teacher and laminated. The student uses the card at each transition, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will carry a personal transition cue card with their next-class, next-activity, or end-of-day visual cue. The card is updated daily by the homeroom teacher.

Sample IEP wording

The student will be provided 2x extended time on all timed academic assessments, including standardized state and district assessments where state policy permits. The 2x level is supported by evaluation data referenced in the IEP and reviewed annually, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

The student is permitted double-time (2x) on all in-class tests, quizzes, and timed assessments. Extended time also applies to district benchmark and standardized state assessments where state policy permits.

Sample IEP wording

On any extended task or assessment longer than 30 minutes, the student is provided a 2-minute break every 20-25 minutes. The test clock pauses during breaks. Test proctors are trained on the protocol annually, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

During extended tasks or assessments longer than 30 minutes, the student is permitted a 2-minute break every 20-25 minutes. Break time does not count against the test time.

Sample IEP wording

The student may request a 24 to 48 hour extension on multi-day assignments by submitting the request to the case manager at least 24 hours before the original deadline. Extensions are granted automatically. Grade reflects content quality, not the extension. The case manager logs requests quarterly, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student is permitted a 24 to 48 hour extension on multi-day assignments without grade penalty when the request is made at least 24 hours before the original due date. The extension is a 504 equal-access accommodation under 34 CFR 104.33.

Sample IEP wording

The classroom teacher and case manager identify the essential skill-practice items for each homework assignment (typically 50-70% of full quantity). The student completes the modified set, and the grade reflects accuracy on essential items, per 34 CFR 300.320(a)(4).

Sample 504 wording

Homework quantity for the student will be reduced to the essential skill-practice items, typically 50-70% of the full assignment, when full quantity exceeds the student's attention threshold.

Sample IEP wording

A daily 30-45 minute study skills block is provided to the student in addition to general education, with a special education teacher delivering organization support, assignment review, and explicit executive-function instruction. Progress is measured against IEP goals and reviewed quarterly, per 34 CFR 300.320(a)(4) and 34 CFR 300.39 specially designed instruction.

Sample 504 wording

The student is enrolled in a daily 30-45 minute study skills block where a designated teacher reviews assignments, supports organization, and teaches executive-function strategies.

Sample IEP wording

Teachers provide a test format preview to the student 24 hours before each test. The preview is a sample (not the actual test) showing question types, layout, and instructions. The case manager confirms delivery quarterly, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

The student will be provided a sample of the test format (question types, layout, instructions) at least 24 hours before each test. The sample is not the actual test; it shows the structure.

Sample IEP wording

Classroom teachers identify essential-skill homework items by marking them on each assignment. The student completes only marked items. Grade reflects accuracy on essential items. The case manager reviews homework load monthly with the family, per 34 CFR 300.320(a)(4).

Sample 504 wording

Homework will be restricted to essential skills practice, omitting review and busywork. The classroom teacher will mark essential items on each assignment.

Sample IEP wording

The case manager and family co-design a printable home routine checklist for the student's morning, afternoon, and evening transitions. The checklist is updated at quarterly progress meetings. School provides printed copies on family request, per 34 CFR 300.322 parent participation.

Sample 504 wording

The school will provide a printable home routine checklist for morning, afternoon, and evening transitions. The checklist is co-designed with the family and updated as routines change.

Sample IEP wording

Weekly 30-minute executive function coaching is delivered by a special education teacher or designated coach. Coaching follows an explicit skill sequence (organization, planning, self-monitoring, time management). Progress is measured against IEP transition goals, per 34 CFR 300.43 transition services.

Sample 504 wording

The student will receive a weekly 30-minute executive function coaching block with a designated coach focused on organization, planning, and self-monitoring skill instruction.

Sample IEP wording

Extracurricular coaches and sponsors share a week-ahead schedule with the family by Sunday at 6pm via email or shared calendar. Schedule changes within the week are communicated within 24 hours. The case manager confirms practice quarterly, per 34 CFR 300.107.

Sample 504 wording

For extracurricular activities, the coach or sponsor will provide a week-ahead schedule of practice times, game times, and special events to the family by Sunday evening.

Sample IEP wording

Coaches and sponsors provide a written task list or role card for the student at the start of each season or unit. The card describes what to bring, what to do at each station, and emergency contacts. The case manager reviews the card with the student, per 34 CFR 300.107.

Sample 504 wording

For the student's extracurricular activity, the coach or sponsor will provide a written task list or role card describing the student's responsibilities (what to bring, what to do at each station).

Sample IEP wording

The classroom teacher and case manager prepare a field-trip checklist 5 school days before each trip. The checklist includes the day's schedule, what to bring, the support adult, and emergency contacts. Delivery is confirmed by parent signature, per 34 CFR 300.107.

Sample 504 wording

Before each field trip, the teacher will send home a field-trip-specific checklist at least 5 school days in advance listing what to bring, the day's schedule, and the support adult.

Sample IEP wording

The case manager and student establish a color-coding system for subjects (consistent across notebooks, folders, digital files, and the planner). Color assignments are documented in the IEP and provided to classroom teachers at the start of the year, per 34 CFR 300.320(a)(4).

Sample 504 wording

Each of the student's subjects will be assigned a color, reflected in notebooks, folders, and digital files. The color assignment is consistent across all classrooms.

Sample IEP wording

The case manager prepares a 1-page at-a-glance summary of the student's IEP accommodations and distributes it to all teachers, specials staff, related service providers, and substitutes at the start of the school year, after any plan revision, and on student transfer, per 34 CFR 300.323(d).

Sample 504 wording

A 1-page at-a-glance summary of the student's 504 accommodations will be distributed to all teachers, specials staff, and substitutes at the start of the school year and after any plan revision.

Sample IEP wording

The classroom teacher reduces test quantity to 50-75% of the original, preserving full content coverage by sampling across each unit objective. The reduction is documented in the lesson plan. Grade reflects accuracy on the reduced set, per 34 CFR 300.320(a)(6).

Sample 504 wording

Tests for the student will be reduced in question quantity (50-75% of original) while preserving full content coverage. The teacher selects representative questions across all content areas.

Sample IEP wording

For open-ended test questions where retrieval of the exact term is the barrier (not concept understanding), a word bank is provided. The word bank lists correct answers plus 1-2 distractors. Grade reflects content knowledge, not retrieval, per 34 CFR 300.320(a)(6).

Sample 504 wording

On open-ended questions, the student will be provided a word bank listing all correct answers and 1-2 distractors. The student selects from the bank.

Sample IEP wording

The student is permitted a scribed response on writing-heavy tests (other than tests of writing mechanics). The scribe records verbatim. Scribe training is delivered annually by the case manager. The accommodation is reviewed quarterly, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

On writing-heavy tests where the writing demand obscures content knowledge, an adult scribe will record the student's verbal response verbatim. The scribe does not edit or paraphrase.

Sample IEP wording

Text-to-speech software (district-approved) is installed on the student's classroom and home device. The software is used on content-area reading where reading is not the construct being assessed. The case manager confirms availability quarterly, per 34 CFR 300.105 assistive technology.

Sample 504 wording

Text-to-speech software will be available to the student for reading tasks where reading itself is not being assessed (history, science, math word problems). The software is installed on a school device.

Sample IEP wording

Speech-to-text software is installed on the student's classroom and home device. The software is used on content writing where mechanics is not the construct (excluding spelling tests and mechanics-focused writing assignments). Training is included in the assistive-technology services, per 34 CFR 300.105.

Sample 504 wording

Speech-to-text software will be available to the student for writing tasks where writing-mechanics is not being assessed (history responses, science explanations, social studies essays).

Sample IEP wording

Long reading passages (over 500 words) are chunked into sections of 200-400 words with comprehension check questions after each section. Teachers receive training on chunking from the case manager. The accommodation does not change passage difficulty, per 34 CFR 300.320(a)(4).

Sample 504 wording

Long reading passages will be broken into shorter sections (200-400 words each) with comprehension check questions or pause-and-discuss prompts after each section.

Sample IEP wording

Classroom teachers provide a pre-reading summary (1-2 paragraphs) for each assigned reading at least 1 school day in advance. The summary covers key terms, structure, and the main argument. Delivery is logged weekly, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will be provided a short pre-reading summary (1-2 paragraphs) for each assigned reading, with key terms and the structure of the piece outlined.

Sample IEP wording

The student is permitted a grade-appropriate calculator on math tasks where calculation is not the construct being assessed. The calculator type (basic, scientific, graphing) is identified in the IEP. The accommodation excludes computation-fluency assessments, per 34 CFR 300.320(a)(6).

Sample 504 wording

A calculator (appropriate to the math content) will be permitted for the student on math tasks where computation is not the construct being assessed (word problems, application problems, multi-step problems).

Sample IEP wording

Grade-appropriate math manipulatives are stored at the student's desk or in the classroom. The student may use manipulatives during instruction, problem-solving, and tests where manipulatives do not invalidate the assessment. The case manager confirms availability quarterly, per 34 CFR 300.320(a)(4).

Sample 504 wording

Math manipulatives (counters, base-10 blocks, fraction tiles, geometric solids) will be available to the student during math instruction and problem-solving.

Sample IEP wording

On multi-step math problems, the teacher rewrites the problem as numbered sub-problems (Step 1: identify what is given. Step 2: identify what is being asked. Step 3: select the operation. Step 4: compute. Step 5: check). The student solves each sub-problem in sequence, per 34 CFR 300.320(a)(4).

Sample 504 wording

Multi-step math word problems will be broken down for the student into single-step sub-problems. The structure of the problem is made explicit through numbered steps.

Sample IEP wording

Teachers pre-highlight key vocabulary and main-idea sentences in reading assignments before sharing with the student. Highlighting uses a consistent color code (yellow for vocabulary, green for main ideas). The case manager monitors fidelity, per 34 CFR 300.320(a)(4).

Sample 504 wording

Key vocabulary terms and main-idea sentences in reading texts will be pre-highlighted before the student reads. The student may also add their own annotations.

Sample IEP wording

Spelling and grammar are not factored into grades on non-language-arts assignments. Content rubrics exclude mechanics on the student's work. The accommodation does not apply to language-arts writing assignments where mechanics is part of the construct, per 34 CFR 300.320(a)(4).

Sample 504 wording

On non-language-arts assignments (science, history, social studies, math word problems), spelling and grammar will not be graded. Content is graded against the assignment rubric.

Sample IEP wording

The student is administered standardized and timed assessments in a small-group testing room (5 students maximum). The proctor is identified in the IEP and consistent across testing windows when possible. Setup is documented and reviewed annually, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

All standardized and in-class tests will be administered in a small-group testing room with no more than 5 students. The proctor is a school staff member known to the student.

Sample IEP wording

The student is administered standardized and unit tests in the resource room with 1-on-1 or 1-on-2 proctoring by the special education teacher. The setup is documented for state testing accommodations, and proctor training is annual, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

Standardized and unit tests for the student will be administered in the resource room (1-on-1 or 1-on-2) with a familiar special education teacher proctoring.

Sample IEP wording

For non-writing assessments, the student may complete the assessment in multiple-choice format in place of open-ended essay. The classroom teacher confirms the format substitution preserves the construct. The accommodation does not apply to writing-skills assessments, per 34 CFR 300.320(a)(6).

Sample 504 wording

Where the assessment construct permits (content knowledge, not writing skill), multiple-choice format will be offered to the student instead of open-ended essay format.

Sample IEP wording

The classroom teacher provides homework feedback (completion plus quality note) to the family within 1 school day via the agreed channel. The case manager reviews feedback patterns at quarterly progress meetings and adjusts homework accommodations as needed, per 34 CFR 300.322.

Sample 504 wording

Homework completion and quality feedback will be shared by the classroom teacher with the family within 1 school day so the family can adjust home support.

Sample IEP wording

The classroom teacher and case manager select a modified spelling list of 5-10 essential words per week from the grade-level master list. The list rotates to cover the full master list across multiple weeks. Grade reflects accuracy on the modified list, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student's weekly spelling list will be reduced to 5-10 essential words per week. The list is selected by the classroom teacher for high-frequency, useful words.

Sample IEP wording

The classroom teacher sends home a sight-word flash card set weekly with a daily 5-minute practice routine. Cards are aligned to the student's reading goals in the IEP. Progress is monitored at quarterly meetings, per 34 CFR 300.322.

Sample 504 wording

A daily 5-minute sight-word flash card routine will be sent home to support reading-fluency development. The school provides the cards and instructions.

Sample IEP wording

The home reading log is flexible to accept audiobooks, parent read-alouds, and video-based content. The reading log format is agreed at the IEP meeting and reflects the student's current reading goals. The case manager reviews log entries monthly, per 34 CFR 300.322.

Sample 504 wording

The home reading log will accept audiobooks, parent read-alouds, and video-based reading content in addition to independent reading. Time spent listening counts toward reading minutes.

Sample IEP wording

The case manager prepares a summer skill-maintenance packet aligned to the student's IEP goals. The packet includes reading, math, and writing activities with answer keys. Family completes the packet at their pace, and the student returns the packet at the start of the next year, per 34 CFR 300.106 extended school year considerations.

Sample 504 wording

A summer skill-maintenance packet will be sent home at the end of the school year with reading, math, and writing activities matched to the student's current grade level.

Sample IEP wording

Free after-school academic tutoring is offered to the student through the school. The student's IEP accommodations (sensory, communication, executive) apply to tutoring sessions. The case manager arranges and monitors access, per 34 CFR 300.107.

Sample 504 wording

The student will be offered free after-school academic tutoring (1-on-1 or small group). Sensory accommodations from the 504 plan apply.

Sample IEP wording

Academic coaching for college-application work is provided to the student as part of transition services. The coach reviews essays, helps with applications, and supports recommendation letter requests. Sessions are weekly during junior and senior year, per 34 CFR 300.43.

Sample 504 wording

The student will receive academic coaching for college-application work (essays, applications, recommendation letter requests) through the school counseling office.

Sample IEP wording

The early childhood teacher sends home a weekly preview of upcoming themes, stories, and songs in picture-card or video-link form. Family previews at home, and the student returns to school with familiarity, per 34 CFR 300.322.

Sample 504 wording

Upcoming themes and stories in the early childhood classroom will be previewed at home through take-home picture cards or video links sent weekly.

Sample IEP wording

Math fact cards are available to the student on math tasks where fact recall is not the construct being assessed. The cards are stored at the student's desk. Fact-fluency instruction continues separately through IEP goals, per 34 CFR 300.320(a)(4).

Sample 504 wording

Math fact cards (multiplication, addition, subtraction) will be available to the student during math instruction and problem-solving where fact recall is not the construct being assessed.

Sample IEP wording

Homework time is capped daily (30 min elementary, 45 min middle, 60 min high school). After the cap, the family signs the assignment, marks where the student stopped, and submits. Grade reflects work completed within the cap, per 34 CFR 300.320(a)(4).

Sample 504 wording

Daily homework time will be capped at 30 minutes for elementary, 45 minutes for middle, and 60 minutes for high school. After the cap, the family signs the unfinished assignment and submits. The cap is an equal-access accommodation under Section 504.

Sample IEP wording

The student is permitted alternative assessment formats (project, portfolio, oral interview) where the construct being assessed is content mastery, not test-taking skill. The classroom teacher and case manager confirm construct equivalence at the start of each unit, per 34 CFR 300.320(a)(6).

Sample 504 wording

For assessments where the construct permits, the student may demonstrate mastery through an alternative format (project, portfolio, oral interview) in place of a written exam.

Sample IEP wording

The student may retake unit tests once within 5 school days of the original. The retake covers the same content with parallel items. The higher of the two grades is recorded. The case manager logs retake usage at quarterly meetings, per 34 CFR 300.320(a)(6).

Sample 504 wording

The student may retake any unit test once within 1 week of the original test. The retake grade replaces the original. Retake covers the same content with parallel items.

Sample IEP wording

The classroom teacher sets up a designated calm-down corner with regulation tools approved by the OT and case manager. The student accesses the corner without permission, and time in the corner is logged for behavior data tracking, per 34 CFR 300.320(a)(4).

Sample 504 wording

A designated calm-down corner will be available in the student's primary classroom with regulation tools (cushions, fidgets, visual breathing chart). The student accesses the corner without permission.

Sample IEP wording

An emotion identification card system is provided to the student in classroom, calm-down corner, and home settings. The student uses cards to indicate emotion state. The case manager and family track patterns at quarterly meetings, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student is provided an emotion identification card system (laminated cards with emotion faces and labels) to indicate their current state. The student uses the cards without verbal demand.

Sample IEP wording

The case manager develops a daily self-monitoring chart with 3-4 check-ins (morning, mid-morning, lunch, afternoon). The student completes the chart independently. The case manager reviews weekly with the student. Progress contributes to IEP self-awareness goals, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student will use a daily self-monitoring chart with 3-4 check-ins per day to build awareness of their regulation state. The chart is reviewed weekly with a staff member.

Sample IEP wording

A token board is used as part of the student's positive behavior support plan. The case manager and BCBA design the schedule, reinforcers, and target behaviors. Token board data feeds into IEP behavior goals. Reinforcers are reviewed monthly, per 34 CFR 300.324(a)(2)(i) positive behavioral interventions.

Sample 504 wording

Classroom staff will use a token board (visual reinforcement schedule) for the student to reinforce expected behaviors and target replacement skills. Token reinforcers are agreed with the family.

Sample IEP wording

The IEP team develops a written behavior contract co-signed by the student, family, and case manager. The contract identifies 2-3 target behaviors, reinforcement schedule, and weekly review. The contract is updated quarterly and aligns to IEP behavior goals, per 34 CFR 300.324(a)(2)(i).

Sample 504 wording

A written behavior contract will be co-signed by the student, family, and case manager. The contract identifies target behaviors, reinforcers, and the review schedule.

Sample IEP wording

The IEP names a pre-arranged safe adult and a backup. When the student signals crisis (cue card or app), the safe adult responds within 5 minutes. The safe adult is trained on the student's regulation strategies and attends IEP meetings, per 34 CFR 300.324(a)(2)(i).

Sample 504 wording

A pre-arranged safe adult (counselor, social worker, or designated teacher) will respond to the student's crisis signal within 5 minutes. The safe adult is named in the plan.

Sample IEP wording

The student's cool-down protocol is non-punitive. Time in cool-down is not coded as suspension, detention, or behavior referral. The case manager logs cool-down use as behavior data, not as discipline data. The protocol is reviewed quarterly, per 34 CFR 300.530 discipline procedures.

Sample 504 wording

When the student is dysregulated, they will go to a designated cool-down space without discipline coding. Time in cool-down is not recorded as suspension, detention, or behavior referral. This accommodation supports equal access under 34 CFR 104.33.

Sample IEP wording

Teachers and support staff use First-Then framing for transitions and non-preferred demands. The case manager trains staff at the start of each school year. The framing aligns with the student's IEP behavior plan, per 34 CFR 300.324(a)(2)(i).

Sample 504 wording

School staff will use First-Then framing for transitions and demands with the student (First we read, then we play). Open-ended commands without a next-step preview will not be used as the primary directive style.

Sample IEP wording

The IEP team and BCBA document a positive reinforcement schedule for the student. The schedule is shared with all classroom staff, and fidelity is monitored through monthly walk-throughs by the case manager. The schedule is reviewed quarterly, per 34 CFR 300.324(a)(2)(i).

Sample 504 wording

A documented positive reinforcement schedule will be implemented consistently across the student's classrooms. The schedule lists intervals, target behaviors, and reinforcers.

Sample IEP wording

Classroom teachers maintain predictable daily routines posted in visual schedule format. Any variation is communicated to the student at least 24 hours in advance. The case manager monitors fidelity at quarterly classroom walk-throughs, per 34 CFR 300.320(a)(4).

Sample 504 wording

Daily classroom routines (arrival, snack, transition, dismissal) will be predictable and posted in visual schedule format. Variations are signaled in advance.

Sample IEP wording

The IEP team and BCBA share elements of the behavior plan with the family for optional home use. Print copies, video models, and a brief training are offered. The case manager checks in monthly to support home implementation, per 34 CFR 300.322.

Sample 504 wording

Key elements of the school behavior plan (reinforcers, language patterns, visual supports) will be shared with the family for optional home use. The school provides print copies and brief training.

Sample IEP wording

The family reports at-home dysregulation incidents to the case manager through a designated channel (email, log, app). The case manager reviews incidents quarterly with the IEP team and adjusts the behavior plan as needed. Reports inform IEP behavior data, per 34 CFR 300.322.

Sample 504 wording

The family may report at-home dysregulation incidents to the school through a designated channel. The school will review incidents at quarterly review meetings.

Sample IEP wording

The case manager and family meet monthly to review the student's behavior data. The meeting discusses frequency, intensity, and triggers; identifies adjustments to the behavior plan; and updates IEP goals as needed. Meeting notes are filed in the IEP record, per 34 CFR 300.322.

Sample 504 wording

A monthly behavior data review meeting will be held between the case manager and family to discuss patterns, triggers, and adjustments. The meeting can be in person, phone, or video.

Sample IEP wording

The behavior plan extends to extracurricular activities including clubs, athletics, and field trips. The case manager trains coaches and sponsors before activities. Reinforcers are coordinated across settings. Behavior data from extracurriculars feeds the quarterly review, per 34 CFR 300.107.

Sample 504 wording

Behavior plan elements (reinforcers, signals, support strategies) will extend to the student's extracurricular activities. Coaches and sponsors are trained on the plan before activities begin.

Sample IEP wording

The extracurricular discipline approach mirrors the student's IEP behavior plan: dysregulation is responded to with the cool-down protocol, not removal. Coaches and sponsors are trained on the protocol. Removals are reviewed by the case manager for manifestation considerations, per 34 CFR 300.530 and 34 CFR 300.107.

Sample 504 wording

Discipline in extracurricular activities will follow the student's 504 non-punitive cool-down protocol rather than standard removal from the activity. Dysregulation is not coded as misconduct.

Sample IEP wording

The case manager and family co-design a testing-day regulation plan documenting the morning routine, breathing exercises, and sensory tools the student uses before each high-stakes test. The plan is implemented before state assessments, end-of-course exams, and standardized testing windows, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

Before high-stakes testing days, the student will follow a pre-test regulation plan (predictable morning routine, breathing exercises, access to sensory tools). The plan is co-designed with the family.

Sample IEP wording

The student is permitted a personal comfort item during all standardized and in-class testing. The item is identified in the IEP at the start of each school year. Test administrators are notified before each testing window, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

A personal comfort item (small stuffed animal, smooth stone, fidget) will be permitted in the student's possession during testing. The item is approved by the test administrator and does not disrupt peers.

Sample IEP wording

A regulation room is identified in the IEP and accessible to the student during the school day without verbal permission. The student signs in digitally, a staff member is present, and time in the room is documented as regulation time. The accommodation is reviewed at the annual meeting, per 34 CFR 300.320(a)(4).

Sample 504 wording

The student has access to a regulation room during the school day without requiring permission. Time in the room is not coded as an absence and does not affect academic standing.

Sample IEP wording

The case manager and counselor identify a lunch buddy for the student each semester. The buddy is selected for social compatibility and willingness. The pairing is reviewed quarterly, and a substitute buddy is identified for absences, per 34 CFR 300.117.

Sample 504 wording

The student will be paired with a willing lunch buddy (peer or older student mentor) at the cafeteria or quiet lunch space. The pairing is identified by the counselor in consultation with both families.

Sample IEP wording

A structured recess alternative is available to the student daily. Options are documented in the IEP (board games club, library, sensory room). A staff member supervises, and the option is honored at student request without permission, per 34 CFR 300.117.

Sample 504 wording

The student may opt into a structured recess alternative (board games club, library, sensory room) when unstructured outdoor recess is dysregulating. The alternative is supervised.

Sample IEP wording

A weekly 30-minute social skills instruction block is provided to the student by the counselor or special education teacher. Instruction follows an explicit curriculum aligned to IEP social goals. Progress is measured quarterly, per 34 CFR 300.39 specially designed instruction.

Sample 504 wording

The student will participate in a weekly 30-minute social skills instruction block with the school counselor or special education teacher focused on peer interaction, conversation, and emotional regulation.

Sample IEP wording

The case manager prepares custom social narratives before new social events. Narratives use the student's preferred format (visual cards, written, video). The narrative is shared 24 hours in advance, and the case manager maintains a library, per 34 CFR 300.320(a)(4).

Sample 504 wording

Custom social narratives (visual or written) will be prepared before new social events (fire drill, assembly, field trip, substitute day) to preview expectations for the student.

Sample IEP wording

Teachers pair the student with a preferred peer for partner work whenever possible. The student helps identify preferred peers at the start of each semester. A teacher-selected peer is the backup, per 34 CFR 300.320(a)(4).

Sample 504 wording

For partner work, the teacher will pair the student with a preferred peer (selected with the student's input) when possible. A teacher-selected peer is used as a backup.

Sample IEP wording

A designated counselor is named in the IEP. The student can access the counselor during a designated prep period without appointment. Time is documented in the counselor's log and contributes to IEP social-emotional goal data, per 34 CFR 300.34(b) counseling services.

Sample 504 wording

The student has access to a designated school counselor during a prep period for social-emotional check-in without requiring an appointment.

Sample IEP wording

The case manager identifies a hallway transition buddy for the student. The buddy walks with the student between classes during the bell. The pairing is reviewed quarterly, and a backup buddy is identified, per 34 CFR 300.117.

Sample 504 wording

The student will be paired with a transition buddy (peer or aide) during hallway transitions between classes. The buddy provides navigational support.

Sample IEP wording

Teachers assign the student a defined role in every group project, chosen with the student's input from a documented list of roles. The role is written on a card and visible during the work. Grade reflects role-specific contribution, per 34 CFR 300.320(a)(4).

Sample 504 wording

For group projects, the student will be assigned a defined, observable role (timekeeper, researcher, presenter, recorder, designer). The role is chosen with the student's input.

Sample IEP wording

The student receives a permanent library pass at the start of each school year, usable during unstructured periods. The library is staffed, and the student may use the space for independent work or regulation. Use is documented for social-skills data, per 34 CFR 300.117.

Sample 504 wording

The student is issued a permanent library pass for use during unstructured time (study hall, advisory, free periods). The pass does not require daily teacher approval.

Sample IEP wording

The case manager previews social events with the student and family. The student decides on participation. An alternative supervised space is provided during the event. Time in the alternative space is not coded as an absence, per 34 CFR 300.117.

Sample 504 wording

Social events (school dance, class party, mandatory assembly) will be previewed with the student, and the student may opt out. The student is provided an alternative supervised space during the event.

Sample IEP wording

The counselor and case manager identify an older peer mentor for the student. Weekly 15-20 minute meetings follow a structured agenda (social skill of the week, conversation practice, mentor share). The pairing is reviewed quarterly, per 34 CFR 300.117.

Sample 504 wording

The student will be paired with an older student peer mentor who meets weekly for 15-20 minutes of structured social-skill modeling and conversation.

Sample IEP wording

The classroom teacher and case manager assign a field-trip buddy at least 5 school days before each trip. The buddy is named in writing, briefed on responsibilities, and confirmed with the family. A backup buddy is identified, per 34 CFR 300.107.

Sample 504 wording

For each field trip, the student will be assigned a field-trip buddy (peer or aide) who is named in advance and committed to staying with the student throughout the trip.

Sample IEP wording

The counselor and case manager provide written play-date structuring guidance to the family. Guidance covers duration, structured activities, and transition cues. The family may request individual consultation once per semester, per 34 CFR 300.322.

Sample 504 wording

The school will provide play-date structuring guidance (suggested duration, structured activity, transition cue) to the family for home social opportunities.

Sample IEP wording

On family request, the case manager prepares pre-event materials for family social events (weddings, holiday gatherings, religious services). Materials include social narrative, expectation list, and exit plan. Available once per semester, per 34 CFR 300.322.

Sample 504 wording

Pre-event prep materials (visual social narrative, expectation list, exit plan) will be shared with the family before family social events to support participation.

Sample IEP wording

On family request, the school social worker or counselor provides sibling prep resources (age-appropriate explainer, sibling support group referrals, optional family meeting). Resources are documented in the IEP, per 34 CFR 300.322.

Sample 504 wording

Sibling-oriented prep resources (age-appropriate explainer, sibling support group referrals) will be offered to the family on request.

Sample IEP wording

The case manager coordinates with extracurricular sponsors to identify a mentor for the first 4-6 weeks of each new activity. The mentor receives a brief orientation. Mentorship is documented, and continued pairing is decided in consultation with the student, per 34 CFR 300.107.

Sample 504 wording

For each extracurricular activity the student joins, a mentor (older student or trained adult) will be paired with the student for the first 4-6 weeks.

Sample IEP wording

The case manager arranges a post-test 5-minute debrief with the designated adult after each high-stakes test. The debrief decompresses regulation and supports transition back to peer settings. Frequency and content are reviewed quarterly, per 34 CFR 300.320(a)(6)(i).

Sample 504 wording

After high-stakes tests, the student is offered a brief 5-minute social debrief with a designated adult before returning to peer settings.

Sample IEP wording

The pre-kindergarten transition meeting is documented in the IEP and held in the spring before kindergarten. The meeting includes family, preschool team, kindergarten teacher, and case manager. Outcomes feed into the next year's IEP, per 34 CFR 300.124 transitions for children with disabilities.

Sample 504 wording

A pre-kindergarten transition meeting will be held between family, preschool team, and kindergarten team in the spring before kindergarten to plan the social transition.