March 27, 2026

It’s Go Time: Are We Ready for State Testing Accommodations?

It’s hard to believe that state summative assessments are just around the corner. With most testing windows opening in the spring, along with everything else that this time of year brings in schools, it’s easy for testing accommodations to feel like just one more thing on an already overloaded plate. For many of you, this is already on your radar. For others, now is the time to pause, refocus, and ensure systems are in place to support students effectively.

As special education leaders, administrators, and educators, you understand that testing accommodations are not just procedural; they are a critical access point for students with disabilities to demonstrate their knowledge and skills. Under the Individuals with Disabilities Education Act (IDEA, 2004), IEP teams are responsible for determining and documenting how students will participate in state assessments and what accommodations are necessary. Federal guidance also reminds us that accommodations should ensure tests measure a student's knowledge, not the impact of their disability. For us, this work is both a compliance responsibility and an equity commitment. The good news? With a few intentional systems and proactive steps, this work can be both manageable and meaningful.

Here are several practical strategies to help ensure your team is prepared, confident, and compliant as testing season approaches:

1. Conduct an Accommodation Audit

Develop and distribute a simple accommodation audit form to all service providers. As an example of what this might look like, the Michigan Department of Education provides a downloadable sample Tracking Sheet at the bottom of this page. An accommodation audit allows teams to verify that each student’s IEP clearly identifies appropriate testing accommodations. The audit process helps catch inconsistencies early and ensures alignment between documented accommodations and what will be implemented during testing.

2. Review IEPs for Grade-Level Alignment

Take time to identify students whose IEPs may not include accommodations aligned with their current grade-level assessments. This is especially important for students who have transitioned between buildings or grade bands. Establish a clear process for reconvening IEP teams or completing amendments when needed—before testing windows open.

3. Strengthen Collaboration with Key Stakeholders

Effective implementation requires tight coordination between special education teams, building leaders, and testing coordinators. Ensure that accommodations are not only documented but also submitted and approved through required state or district systems. This is also the time to confirm logistics such as testing locations, staffing, and schedules for students needing extended time or small-group settings.

4. Plan for Scheduling and Logistics Early

Accommodations like extended time, frequent breaks, or alternate settings require thoughtful planning. Work with your teams to map out schedules in advance, identifying who will support each student and where testing will occur. Anticipating these needs now reduces (or ideally, prevents) last-minute scrambling and lessens stress for both staff and students.

5. Support Staff Understanding of Testing Features and Accommodations

One of the most common challenges during state testing isn’t a lack of effort. There's often confusion and misunderstanding of what are the allowable levels of accessibility. Ensure that educators understand the difference between universal features (available to all students), designated features (available based on need), and accommodations (required through an IEP or 504 plan). Providing a brief training, visual chart, or quick reference guide can prevent misapplication and ensure that students receive the supports they are entitled to.

6. Communicate Clearly with General Education Teachers

General education teachers are often on the front lines of test administration. Provide them with concise, accessible guidance on state and district accommodation policies, along with specific expectations for implementation. Consider sharing quick-reference documents or brief overviews that clarify what is required as well as where to go with questions.

7. Develop a “Day-Of” Quick Reference Tool

If permissible, create a one-page quick tips sheet for test proctors and anyone responsible for administering assessments. This should include reminders about allowable accommodations, documentation expectations, and who to contact if issues arise. Having this at their fingertips can increase confidence and reduce errors during testing.

8. Reinforce Documentation Practices

Remind teams that implementation is only part of the equation; documentation matters just as much. Ensure staff know how and where to record the use of accommodations during testing. This protects both students and the district, especially in the event of an audit or inquiry.

9. Keep the Focus on Students

Amid all the logistics, it’s important to center the purpose behind this work. Accommodations are not about giving an advantage. They are about ensuring equitable access for our students with disabilities. When implemented well, they allow students to engage with assessments in a way that reflects their true abilities.

As we move into the testing season, a little preparation now can make a significant difference later. Your leadership plays a critical role in creating systems that are clear, consistent, and supportive for both staff and students. Whether your processes are already well-established or still evolving, this is the perfect time to refine and reinforce.

References

Individuals with Disabilities Education Act (2004). Participation in assessments. Retrieved March 17, 2026, from https://sites.ed.gov/idea/regs/b/b/300.160

Larson, E.D., Thurlow, M.L., Lazarus, S.S., & Liu, K.K. (2020). Paradigm shifts in states’ assessment accessibility policies: Addressing challenges in implementation. Journal of Disability Policy Studies, 30(4), 244-252. https://doi.org/10.1177/1044207319848071