Accommodation Blueprint Guide
Accommodation Blueprint
Elementary Section 504 Planning Guide
State Standards
Texas Compliant
Resource Purpose
This guide provides elementary school counselors and 504 committees with a bank of 50 evidence-based accommodations. Each entry addresses substantial limitations while remaining compliant with Texas Section 504 standards.
Includes documentation-ready language for 504 plans.
Provides implementation tips for classroom teachers.
Blueprint Navigator
ADHD & Executive Function P. 02
Anxiety & Emotional Support P. 03
Dyslexia & Literacy Barriers P. 04
Autism & Social Comm. P. 05
Physical & Medical Needs P. 06
Texas Compliance Notes P. 07
Texas Compliance
Accommodations must be individualized. Select interventions that mitigate the student's unique substantial limitations. Routinely use in instruction before state testing (STAAR).
01. ADHD & Executive Functioning
Accommodation & Doc Language
Teacher Implementation Tips
Preferential Seating
Avoid seating near distractions. Use U-shape desks for proximity.
Frequent Breaks
Movement breaks after 20 mins. Use visual timers for break length.
Visual Schedules
To Do/Done checklist on desk helps student track daily goals.
Segmented Tasks
Break work into small chunks. Use blank paper to mask bottom of worksheets.
Refocus Cues
Establish a private non-verbal signal to redirect to task.
Extended Time
Focus on quality over quantity. 50% additional time for written tasks.
Graphic Organizers
Use outlines or flow charts to organize thoughts before writing.
Alt Testing Site
Small group or individual setting to reduce environmental noise.
Fidget Tools
Establish "Tool vs Toy" rules. Quiet tools remain in student's hand.
Check-In/Out
Morning check-in to review materials and set one daily focus goal.
02. Anxiety & Emotional Support
Accommodation & Doc Language
Teacher Implementation Tips
Safe Space Access
Designated calm-down corner. Set 5-10 min timer for regulation.
No Cold-Calling
Call on student only when volunteered. Give 5-min heads-up for questions.
Mod. Presentation
Present to teacher privately or record video at home.
Advanced Warning
Warn student 5-mins before transitions to reduce performance anxiety.
Testing Support
Frequent positive check-ins during tests to prevent "stalling."
Homework Waiver
Reduce to essential practice problems to manage home stress.
Pos. Reinforcement
Reward student specifically for "Task Initiation" (getting started).
Visual Anchors
Allow access to one comfort item (photo/worry stone) at desk.
Coping Cards
Keep strategy card (e.g. deep breaths) at desk for self-regulation.
Peer Pairing
Teacher-assigned calm partner for all collaborative group work.
03. Dyslexia & Literacy Barriers
Accommodation & Doc Language
Teacher Implementation Tips
Oral Administration
Read questions aloud to assess knowledge, not reading mechanics.
Speech-to-Text
Use dictation tools for writing. Focus on ideas over mechanics.
Note Support
Provide copies of teacher notes. Use cloze-style fill-in sheets.
No Spell Penalty
Grade for content only on non-spelling assessments.
Visual Overlays
Permit colored overlays or tracking guides to assist reading.
Clean Fonts
Use sans-serif fonts (Arial/Comic Sans) for all class handouts.
Audiobooks
Use Learning Ally/Bookshare. Follow along in physical book.
Sensory Letters
Use manipulatives or textures for word work practice.
Oral Response
Allow student to tell you the answer for short-answer items.
Reduced Density
Enlarge text. Put fewer items on each page to avoid tracking issues.
04. Autism & Social Communication
Accommodation & Doc Language
Teacher Implementation Tips
Social Stories
Scripts for new events (fire drills, field trips) to reduce anxiety.
Literal Instructions
Use concrete language. Avoid idioms, sarcasm, or metaphors.
Sensory Breaks
Proactive integration breaks. Walk or heavy work as per OT.
Visual Timers
Make time concrete. Use Time Timers for all daily activities.
Noise Reduction
Permit noise-canceling headphones during noisy school events.
First/Then Board
Visual prompt: First [Task], Then [Reward]. Clear expectations.
Choice Boards
2-3 specific choices for task completion or mastery checks.
Lighting Control
Reduce fluorescent light hum/flicker with covers near workspace.
Recess Support
Facilitated peer play. Adult initiates structured group games.
Wait Time (15s)
Provide processing time after directives before repeating.
05. Physical & Medical Needs
Accommodation & Doc Language
Teacher Implementation Tips
Adaptive Seating
Slant board, wiggle stool, or stand-up desk to aid motor control.
Restroom Pass
Permit use as needed. Use a silent signal to avoid calling attention.
Early Transition
Leave class 3 mins early for hallway safety with mobility aids.
Modified PE
Participation based on MD limits. Alternative roles like scorekeeper.
Hydration/Snacks
Water/snack access for medical regulation (Diabetes/POTS).
Grip Tools
Pencil grips/weighted pens to reduce fine motor hand fatigue.
Elevator Key
Access to elevator with safety buddy for multi-floor navigation.
Textbook Set #2
Keep one set at home to reduce heavy backpack weight.
Fatigue Breaks
Allow rest in clinic as needed for students with chronic illness.
IEEP Protocol
Follow Individualized Emergency Evacuation Plan during drills.
Texas Compliance Checklist
Ensuring procedural fidelity for Section 504
1. Substantial Limitation
Document the specific physical or mental impairment. Use data (grades, behavior logs) to determine limitation without considering mitigating effects of medication.
2. Evaluation Process
A medical diagnosis does not automatically qualify a student. The committee must find educational impact. Schools must evaluate if they suspect a disability.
3. STAAR Readiness
Accommodations must be documented AND routinely used in class. If not used during instruction, they cannot be used on state tests.
Committee Planning Notes
Ref: Section 504 of the Rehabilitation Act of 1973 Texas Education Code § 26.001
Support Strategy Slides
Counselor's Masterclass
Mastering 504
Accommodations
Evidence-based strategies for student success and Texas procedural compliance.
Section 504 Toolkit
Leveling the Playing Field
Access vs. Success
Accommodations provide access to the curriculum. They do not lower the cognitive demand or grade-level standards.
Individualized Focus
In Texas, "canned" plans are not compliant. Accommodations must be tied to a specific substantial limitation.
"Section 504 is a civil rights law, not a special education program."
— Rehabilitation Act of 1973
Texas Procedural Pillars
01
Substantial Limitation
The committee must document how the disability limits a major life activity (learning, reading, concentrating).
02
Mitigating Effects
Determinations must be made *without* considering meds or hearing aids (except glasses).
03
Routine Use
Accommodations for STAAR testing must be used regularly in class prior to the test date.
ADHD: Brain Architecture
Key Challenges
- Poor working memory
- Difficulty with "Task Initiation"
- Sensory seeking behavior
Implementation Tip
"Instead of saying 'Get to work,' provide a First/Then cue. Visuals reduce the cognitive load of verbal instructions."
Dyslexia: Processing Power
Oral Administration
Frees up cognitive energy to focus on the content/concept, not the decoding.
Dictation (Speech-to-Text)
Critical for students who can verbally explain a complex theory but cannot spell it.
Pro Tip
Never ask a student with Dyslexia to read aloud in front of peers unless they have volunteered. It triggers immediate "Flight or Fight."
Writing Defensible Plans
AVOID (Vague)
"Student needs extra time."
"Teacher will help student stay on task."
"Student gets breaks."
USE (Specific)
"Provide 50% extra time for all unit exams."
"Teacher will establish a non-verbal signal for redirection."
"Allow 5-min movement break after 20 mins of work."
Remember: If it isn't documented, it isn't happening.
Support the Squad
Check your for the full bank of 50+ strategies. Let's work together to ensure every learner has the floor they need to reach the ceiling they deserve.
Student Plan Worksheet
504 Meeting Planner
Student Individualized Support Tool
TX-504-PS-2026
Counselor Record
Student Name
Date of Meeting
Student ID / DOB
Grade / Campus
I. Eligibility Determination
Learning
Reading
Concentrating
Thinking
Communicating
Other:
Impairment Impact & Data Evidence (Grades/Behavior/Med):
ADHD / Executive Function
Preferential Seating (Away from distractions)
Frequent Movement / Sensory Breaks
Visual Daily Schedule / Task Checklist
Segmented Work (Chunking Assignments)
Private Non-Verbal Redirection Signal
Extended Time (Quality focus)
Graphic Organizers for Writing
Alternative Testing Site (Small Group)
Fidget Tools / Sensory Seat
Check-In / Check-Out for Materials
Anxiety / Emotional
Safe Space Access (Calm-down corner)
No Cold-Calling (Volunteer only)
Modified Presentation (Private/Video)
Advanced Transition Warnings (5/1 min)
Encouragement during Tests
Reduced Homework Volume
Rewards for Task Initiation
Comfort Item at Desk
Coping Strategy Card Access
Assigned Supportive Peer Partner
Dyslexia / Literacy
Oral Admin of Test Items
Speech-to-Text / Dictation Tool
Copies of Notes / Cloze Notes
No Spelling Penalty (Non-Assess)
Colored Overlays / Trackers
Sans-Serif High-Legibility Fonts
Audiobooks (Learning Ally)
Multi-Sensory Manipulatives
Oral Response for Short-Answer
Enlarged Text / High White Space
Autism / Communication
Social Stories/Scripts for Events
Literal Instruction (Concrete)
Scheduled Sensory Breaks
Visual Countdown Timers
Noise-Canceling Headphones
First/Then Visual Board
Choice Boards (Mastery options)
Reduced Lighting Hum/Flicker
Adult-Facilitated Social Play
Processing Wait Time (15s)
Physical / Medical
Adaptive Seating (Slant board)
As-Needed Restroom Access
Early Transition Time (3 min)