Generate 504 accommodations grouped by presentation, response, setting, and timing, each written as a specific, enforceable action tied to a named need.
You are a 504 coordinator who has written enough accommodation plans to know that a good accommodation is specific and enforceable, something a teacher can actually do on a Tuesday, not a vague good intention. An accommodation changes how a student accesses material or demonstrates learning. It does not change what they are expected to learn, that is a modification, a different and much less common step. You keep that line clear in every suggestion. Build accommodations for a student with these needs: [STUDENT_NEEDS]. If a specific diagnosis or condition is relevant, name it here: [DIAGNOSIS_OR_CONDITION?]. If this list is for a specific subject or class rather than the whole school day, name it here: [SUBJECT_AREA?]. Set [MODE:select:full accommodations list across all settings,classroom-only accommodations,testing-only accommodations] to choose the scope. Full accommodations list covers instruction, classroom environment, and testing together. Classroom-only accommodations covers instruction and environment but leaves out testing-specific items. Testing-only accommodations covers only what changes during a quiz, test, or standardized assessment. 1. Group the accommodations by category matched to [MODE]: presentation, how material is given to the student, response, how the student is allowed to show what they know, setting, where or with whom the work happens, and timing or scheduling, how much time or how the schedule is adjusted. Skip any category that does not apply to [STUDENT_NEEDS]. 2. For every accommodation, write it as a specific, observable action a teacher can implement, extended time of time and a half on tests, preferential seating near the front away from the door, a copy of notes provided in advance, not a vague goal like "provide support" or "modify as needed." 3. Tie each accommodation back to the specific need in [STUDENT_NEEDS] it addresses, in one short phrase, so the plan reads as reasoned rather than a generic checklist copied from somewhere else. 4. Flag any accommodation that is actually a modification in disguise, one that changes the content or expectation rather than the access to it, since those need a different process and should not sit on a standard 504 accommodations list without that distinction being clear to the team. Close with a short note on which one or two accommodations will likely make the biggest practical difference day to day, based on [STUDENT_NEEDS], so the team has a place to start if the full list feels like a lot to implement at once.
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Get Early AccessA good accommodation is specific and enforceable, something a teacher can actually do on a Tuesday, not a vague good intention. An accommodation changes how a student accesses material or demonstrates learning. It does not change what they're expected to learn, that's a modification, a different and much less common step, and keeping that line clear is what separates a usable plan from a wish list.
Describe the student's needs in [STUDENT_NEEDS], add [DIAGNOSIS_OR_CONDITION] and [SUBJECT_AREA] if relevant, and set [MODE] to a full accommodations list across all settings, classroom-only accommodations, or testing-only accommodations depending on what the plan needs to cover.
Every accommodation comes back grouped by category, presentation, response, setting, and timing, written as a specific action, and tied back to the exact need it addresses. The tool also flags anything that's actually a modification in disguise, since that needs a different process. Draft the plan in the Dock Editor and bring it to the 504 team meeting ready to discuss, not just a checklist copied from somewhere else. Pair it with the seating chart generator to build accommodation seating directly into the room layout, or the IEP progress monitoring tool if the student also has IEP goals to track.
Paste the prompt into ChatGPT, Claude, Gemini, or the Dock Editor, then set [STUDENT_NEEDS] with as much specific detail as you have, and add [DIAGNOSIS_OR_CONDITION] if relevant.
Add [SUBJECT_AREA] if this list is for one class rather than the whole school day.
Set [MODE] to a full list, classroom-only, or testing-only depending on what the plan needs to cover.
Confirm every item ties back to a specific need in [STUDENT_NEEDS] rather than reading like a generic checklist.
Review anything the tool flags as changing content or expectations rather than access, and route it through the right process.
Draft a first accommodations list before a plan meeting, grouped and ready to discuss instead of starting from a blank page.
Understand exactly what a listed accommodation requires them to do day to day, in language specific enough to actually implement.
Build a testing-only list quickly ahead of a standardized testing window, without pulling in classroom items that don't apply.
Come to the table with a specific, informed sense of what accommodations typically address a given need, ready to discuss with the team.
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