ADHD Support Menu Reference Guide
Section 504 Reference Bank Compliance & Case Management Tool
ADHD Formal Accommodation Menu
Standardized Plan Language
Ready-to-Paste Clauses
Legal Drafting Standard: Accommodations must state what the support is, when/under what condition it is provided, and who is responsible. Customize brackets [...] prior to finalizing plan.
Domain 1: Attention, Focus & Environmental Supports
1.1 Strategic & Preferential Seating Placement Physical Environment
Documentation Language: "Student will be seated in the direct line of instructional delivery, away from high-distraction zones (e.g., doors, pencil sharpeners, HVAC units, high-traffic corridors), and adjacent to positive peer role models."
1.2 Multi-Step Instructional Chunking & Visual Checklists Instructional Delivery
Documentation Language: "For assignments involving two or more steps, instructions will be segmented into sequential sub-tasks with accompanying written/visual checklists. The teacher will verify comprehension before independent work begins."
1.3 Non-Verbal Attention Redirection & Cueing System Executive Attention
Documentation Language: "Staff will utilize a predetermined, private non-verbal cue (e.g., tap on desk corner, visual color card) to re-engage the student during lapses in attention without drawing peer notice."
1.4 Distraction Reduction Shielding & Noise Management Sensory/Environment
Documentation Language: "Student may self-select or be prompted to use noise-dampening headphones or a tabletop privacy carrel during independent writing, reading, and assessment sessions."
Domain 2: Hyperactivity, Physical Movement & Sensory Regulation
2.1 Scheduled & As-Needed Structured Motor Breaks Kinesthetic Release
Documentation Language: "Student is permitted a structured 2–3 minute motor break every [20–30 minutes] of seated instruction (e.g., delivering attendance folder, classroom errand, heavy work task, wall stretches)."
2.2 Flexible & Ergonomic Dynamic Seating Options Physical Regulation
Documentation Language: "Student may access alternative seating tools (e.g., wobble stool, inflatable balance disc, chair resistance kick-band, standing workstation perimeter) during instructional tasks without penalty."
2.3 Silent Fidget & Tactile Tool Allowance Sensory Processing
Documentation Language: "Student may utilize teacher-approved silent fidget items (e.g., sensory putty, textured worry stone, squeeze ball) that remain in hand or on desk surface and do not cause auditory/visual disruption."
Section 504 Plan Compliance Menu • Office of Civil Rights (OCR) Aligned
Page 1 of 2
ADHD Formal Accommodation Menu (Continued)
Domains 3 & 4: Behavioral Regulation, Assessments & Case Fidelity
Part II: Behavioral & Testing
Domain 3: Emotional Regulation, Impulse Control & Social Supports
3.1 Cool-Down Pass Protocol & Regulated Quiet Space De-Escalation
Documentation Language: "Student is provided access to a designated cool-down pass permitting up to [5–7 minutes] in a predetermined calm space (e.g., counselor suite, calming corner) upon self-advocacy or staff suggestion when overwhelmed."
3.2 Structured Response Processing & Wait-Time Delay Impulse Control
Documentation Language: "Staff will enforce a universal 'think-time' cue or white-board response format before calling for verbal answers, reducing pressure to blurt and promoting deliberate response inhibition."
3.3 Daily Check-In / Check-Out (CICO) & Self-Monitoring Behavioral Self-Efficacy
Documentation Language: "Student will participate in daily morning goal-setting and end-of-day review with designated 504 case manager or mentor to track completion, materials readiness, and celebrate self-regulation milestones."
Domain 4: Assessment, Testing & Output Accommodations
4.1 Extended Time with Active Pacing Intervals Testing & Exams
Documentation Language: "Student is allotted [1.5x / 2.0x] extended time on summative quizzes and unit exams, with mandatory brief stand-and-stretch pauses permitted between test sections."
4.2 Distraction-Reduced Testing Environment Assessment Environment
Documentation Language: "Assessments exceeding 20 minutes in duration will be administered in a small group setting (≤ 8 students) with reduced visual and acoustic stimulation."
504 Committee Implementation & Fidelity Checklist
▢ Quarterly Review: Evaluate effectiveness of tools (e.g. fidgets vs distractions).
▢ Sub Staff Notification: Ensure guest educators receive written accommodation sheets.
▢ Non-Punitive Rule: Movement/sensory supports cannot be withheld as punishment.
▢ Student Self-Advocacy: Train student on signaling needs discreetly to staff.
Official Section 504 Plan Documentation Menu • Ready-to-Paste Formats
Page 2 of 2
