Accommodation tracking sheet

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An accommodation tracking sheet records, for each opportunity, the date, the accommodation, whether it was offered and used, and a short result such as minutes used or a score. Five columns are enough. Track the accommodations that are new, costly or questioned, and summarize use as a count of opportunities so the team can decide whether to keep, change or fade each one.

Teams write accommodations into every IEP, but few track them. Then at the annual review, nobody can say whether extended time was used, whether the read-aloud helped, or whether the student ever took a break. A tracking sheet answers those questions with a few seconds of work per entry.

This page gives the sheet layout, 12 accommodations written so they can be tracked, a completed sample week and a simple way to total the data. For how to choose accommodations in the first place, see the pillar on IEP accommodations.

The five columns that matter

Column	What to write	Example
Date and class	When the opportunity came up	Oct 7, science
Accommodation	Short name, matching the IEP	Extended time 1.5x
Offered	Yes or no	Yes
Used	Yes, partly, or refused	Partly
Result	A number where possible	Used 12 of 23 extra min; 17/20

Keep it to these five. A sheet with 12 columns is filled out for a week and then abandoned. The result column is the one that turns the sheet into evidence: minutes used, items completed, a quiz score, or the number of breaks taken.

Match the need to the category first

Accommodations fall into four categories. Knowing the category tells you what to record.

Student need	Category	What to record on the sheet
Cannot decode grade-level text	Presentation	Whether the text was read aloud or audio was used, and the score
Writing is slow or illegible	Response	Tool used (scribe, speech-to-text) and length of the response
Distracted by noise or peers	Setting	Where the student worked and minutes on task
Works accurately but slowly	Timing	Minutes allowed and minutes used
Overwhelmed by long tasks	Timing or scheduling	Number of chunks and whether each was finished
Loses track of steps	Presentation	Whether the checklist was given and steps completed

The presentation, response, setting and timing entries in the glossary define each category.

12 accommodations written so they can be tracked

An accommodation you cannot track is usually one that is written vaguely. Each item below names what, when, how much and who. The last column says what goes on the sheet.

Presentation

Accommodation as written in the IEP	Type	Effect on grading and testing	Track
1. Teacher reads aloud test directions and items in science and social studies, on all tests and quizzes.	Accommodation	None; not allowed for items that measure decoding	Used, score
2. Student receives a printed copy of the teacher's slides at the start of each lecture, provided by the teacher.	Accommodation	None	Given, whether the student used it
3. Multi-step directions (3 or more steps) are posted as a numbered list and read aloud, in all classes.	Accommodation	None	Given, steps completed without prompt

Response

Accommodation as written in the IEP	Type	Effect on grading and testing	Track
4. Student may use speech-to-text for written responses longer than 3 sentences in ELA and social studies.	Accommodation	None for content grading; check state rules for writing tests	Used, words produced
5. Student may give answers orally to the resource teacher, who writes them word for word, on unit tests.	Accommodation	None if content scoring is unchanged	Used, score
6. Student may answer in a word bank format on vocabulary quizzes in science, with the same terms tested.	Accommodation	None, if every peer's term is tested	Used, score

Setting

Accommodation as written in the IEP	Type	Effect on grading and testing	Track
7. Student takes tests of 20 minutes or longer in the resource room, supervised by the resource teacher.	Accommodation	None	Location, minutes on task
8. Student may use a break pass for a 5-minute break in the hallway alcove, up to 3 times per class period.	Accommodation	None; break time is added back on tests	Number of breaks, minutes

Timing

Accommodation as written in the IEP	Type	Effect on grading and testing	Track
9. Student receives 1.5 times the standard time on classroom tests and quizzes in all core classes.	Accommodation	None; state tests follow the state manual	Minutes allowed, minutes used
10. Assignments longer than 1 page are split into 2 or 3 parts with separate due dates set by the teacher.	Accommodation	None; full assignment still required	Parts finished on time
11. Student may turn in long-term projects up to 2 school days late without penalty.	Accommodation	None	Days late

One that is not an accommodation

Accommodation as written in the IEP	Type	Effect on grading and testing	Track
12. Student completes the odd-numbered problems only on math practice and is graded on those.	Modification, if the skipped items cover skills not tested elsewhere	May change what the grade means; follow district grading policy	Items assigned, items completed

Item 12 needs a closer look. Fewer items on the same skill can stay an accommodation; fewer skills is a modification. The reduced work guide works through that line, and accommodations vs modifications has the general test.

A completed sample week

The student and numbers are illustrative. Leo is in 7th grade. His team asked for 4 weeks of tracking on accommodations 1, 8 and 9.

Date and class	Accommodation	Offered	Used	Result
Oct 6, science	Read-aloud	Yes	Yes	Quiz 16/20
Oct 6, ELA	Break pass	Yes	Yes	2 breaks, 9 min
Oct 7, math	Extended time 1.5x	Yes	Partly	Used 6 of 15 extra min; 18/22
Oct 8, social studies	Read-aloud	Yes	Refused	Quiz 9/20
Oct 8, ELA	Break pass	Yes	Yes	3 breaks, 16 min
Oct 9, science	Extended time 1.5x	Yes	Yes	Used 14 of 15 extra min; 17/25
Oct 10, ELA	Break pass	Yes	No	0 breaks

One week already raises questions. Leo scored 16 of 20 with the read-aloud and 9 of 20 without it, which suggests the read-aloud matters. He refused it in social studies, so someone should ask why. The break pass in ELA is used on 2 of 3 days, sometimes for 16 minutes, which may cost instruction.

How to total the data

At the end of 4 to 6 weeks, count opportunities, not days.

Use rate: times used divided by times offered. "Read-aloud used on 7 of 9 quizzes."
Effect: compare results with and without the accommodation where you have both. "Mean quiz score 15.5 of 20 with read-aloud, 10 of 20 on the 2 quizzes without."
Cost: minutes out of instruction for breaks or separate settings.

Then make one of four decisions: keep, adjust the amount, teach the student to use it, or propose fading it. Bring the summary to the case manager. Only the IEP team can change the accommodations.

This is not the same as goal data. Goal progress uses the progress monitoring data on each annual goal. If you need a goal sheet instead, the IEP goal tracking sheets guide covers those, and the free data sheets include a duration data sheet that works for timing break length.

Adapting the sheet by grade

Grade band	Who fills it out	What changes
K to 5	Classroom teacher or para	Track 2 or 3 accommodations at a time; check boxes plus a short note
6 to 8	Each subject teacher, collected by the case manager	One shared sheet per student; result column holds scores and minutes
9 to 12	The student, checked by the case manager	Student logs requests in a planner or form; builds self-advocacy

High school students who log their own use are practicing what they will need in college, where they must request accommodations themselves. The high school accommodations guide covers that shift.

Where the sheet fits in the IEP year

Start tracking when an accommodation is new, when a teacher or parent questions whether it helps, and in the 6 weeks before the annual review. You do not need to track every accommodation every day all year. The IEP must be reviewed at least once a year,^[1] and a month of tracking data makes that review concrete. The how to implement IEP accommodations guide shows where logging fits into a general education teacher's week.

Frequently asked questions

What should an accommodation tracking sheet include?

The date and class, the accommodation, whether it was offered, whether the student used it, and a result such as minutes used or a score. Those five columns are enough for most students.

Who fills out the accommodation tracking sheet?

Whoever delivers the accommodation: the classroom teacher, a para or the resource teacher. In high school, the student can log their own use, with the case manager checking it each week.

Do I have to track every accommodation all year?

No. Track accommodations that are new, questioned or costly in time, plus all of them for a few weeks before the annual review. That gives the team enough data to decide what to keep.

Use it in IEP Atlas

Sources

34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Accommodations: Instructional and Testing Supports for Students with Disabilities, IRIS Center, Vanderbilt University

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.