A One-Page Chart to Support Every Student Every Day

We are co-teachers, and last semester, we were both out for a few days at the same time, so two substitutes stepped in to cover. In many classrooms, that’s a recipe for chaos: Students test boundaries, routines slip, and learning stalls.

But we had foreseen this possibility. On our desk sat a spreadsheet that we call the accommodations chart. We left a note for the subs: These are the accommodations that help our students succeed. Follow this chart as your road map for connecting, engaging, and supporting every learner in the room.

Within minutes, the substitutes knew who needed verbal directions plus a written reminder, who focused better up front, who relied on a peer buddy, who thrived when given a role, and more. They weren’t just guessing—they were meeting the needs of every student in the room, whether gen ed, neurodivergent, on a 504, or an English language learner. And the students noticed. A student told us when we got back, “They knew what worked for us.”

That moment confirmed what we had already learned: A simple chart built in Google Sheets could do more than track accommodations. It could help us form stronger relationships with students, keep us organized while teaching over 80 kids a day, and even guide us in grouping students strategically. Just as important, it gave us a way to support students on their rough days when focus slipped or anxiety spiked.

What we’ve seen in our classroom echoes what research has shown for years. When teachers build strong, supportive relationships, students do better across the board. For instance, a 2022 study found that positive teacher–student relationships correlate with both higher motivation and greater academic achievement. Ultimately, using supports to build a positive classroom climate where students feel supported and seen protects students academically, socially, and emotionally.

But knowing this in theory isn’t enough—teachers need a tool to make a focus on relationships practical in the rush of daily instruction. That’s why we built our chart. Flipping through stacks of individualized education programs (IEPs), 504 plans, WIDA Can Do Descriptors, and scattered notes took too much time while we were teaching. And when the paperwork feels overwhelming, supports can slip through the cracks. We didn’t want that.

What the Chart Looks Like

To create the chart for each of our classes, we list every student by first name. Next to each name are the supports that help them succeed. Sometimes those supports come from an IEP, a 504 plan, or WIDA Can Do Descriptors. Other times, they’re strategies we’ve learned by paying attention: a student who works better with step-by-step directions, one who thrives on choice, one who needs an advanced challenge to stay engaged.

We organize everything into six categories:

Environment & Behavior Supports: Some needs are official, like an IEP that guarantees preferential seating. Others we learn by watching closely: the student who calms down when given a movement break or the one who does their best work in a quiet corner.

Instruction & Participation Supports: A 504 plan may include visual cues. WIDA descriptors might suggest scaffolds. But sometimes the insight is ours, like “Give this kid the opportunity to explain his thinking out loud first, and he’ll take off.”

Assessment/Testing Accommodations: This is the formal lane: extended time, small group settings, and read-alouds. These are legal requirements, not optional add-ons. Having them visible on the chart keeps us and substitutes on point.

Transitions & Routines: For many students, especially those with autism, anxiety, or trauma, any break in routine—a sudden schedule change, a noisy hallway, or even shifting from independent work to group work—can trigger stress. We use notes like “Check in with teacher” to remind us to help the student reset, anticipate what’s coming, and reengage with learning. A note like “Needs extra time to pack up” is an insight you don’t usually find in an IEP, but it can really help keep a student moving forward with learning.

Tools & Communication: Some supports are formal, like assistive tech or speech-to-text. Others are classroom hacks that emerge from trial and error: written directions on the board, setting up a hand signal for “I need a break.” Both belong here, side by side, because they make learning accessible.

Strengths & Motivators: This strategy for asset-based teaching is the game-changer column. No paperwork will tell you a student lights up when asked to draw or pushes harder when math problems involve sports stats. Those are discoveries you make by paying attention, and they’re often the lever that moves everything else.

We color-code the chart so that supports are quickly visible at a glance; that way, when the pace of teaching is fast, we don’t lose track of what matters most.

The last column, Strengths & Motivators, is often the most powerful. When we end with what students are good at and what drives them, we show them—and ourselves—that they’re more than their challenges. Supports matter, but strengths are what carry them forward.

Here’s an example of what our one-page accommodations chart looks like when it’s filled in with a class of 24 students, and here is a blank chart you can use to start your own.

Why It Works

At first glance, the chart looks like one more thing to manage, but in reality, a little bit of advance work saves time and prevents problems.

It eliminates guesswork. Instead of flipping through stacks of paperwork, we have one clear, visual reference. The two of us don’t have to rely on memory, and a substitute doesn’t have to wonder how to help a student succeed. The chart is the playbook.

It builds consistency. Supports are effective only if applied regularly. The chart keeps us honest and makes sure nothing slips through the cracks.

It makes grouping smarter. The chart helps us plan lessons with Universal Design for Learning principles in mind. Because we list accommodations across all students, we can spot patterns. If five students benefit from graphic organizers for grouping main ideas, we can teach them together. That quick reference makes lesson planning smoother and more inclusive.

And since the chart is a Google Sheet, grouping is fast and flexible. By clicking the small filter icon at the top of any column, we can instantly sort or filter to see which students share the same support. In a few clicks, we know who needs extended time or who stays engaged when given a clearly defined role with extra scaffolding. For example, some students do best when they’re given a role sheet they can keep in front of them, while others don’t need that reminder to participate effectively. This makes planning lessons and activities far easier because we can form groups around shared needs, assign roles intentionally, and prepare supports ahead of time—without flipping through multiple documents.

It normalizes support. By including every student, not just those with official paperwork, we signal that accommodations aren’t exceptions; they’re part of good teaching. This shows that learning differently is normal—and valuable.

One of the most powerful outcomes is what we don’t see anymore: constant misunderstandings and behavior flare-ups. When students’ needs are met, behavior issues shrink dramatically.

How We Use It With Students

The chart isn’t just for us: At the end of each quarter, we sit down with students and share what we’ve learned:

• “You really stay focused when you have written directions. While all students receive them, they’re especially valuable for you because I see you using them as an anchor, marking off steps and pieces of the directions as you go. Making sure you have printed directions really helps you get better grades and stay on track.”
• “You do your best work when you’re given a choice. When you have an assignment, thinking about the choices built into it can help motivate you even when you don’t feel like working. Having options gives you a sense of control, which makes it easier to get started and stick with the task until it’s done.”
• “You seemed more confident when you had a clearly defined role in group work. Having a specific responsibility gives you clarity on how to contribute, and using a role sheet as a reminder can anchor you when tasks get busy. Knowing this about yourself means you can ask for a role or create your own checklist when working in groups in any capacity, so you always have the focus and confidence you need.”

We also invite students to weigh in: Did we miss something? Is there a support we should add? Their feedback helps us refine the chart and gives them a stronger sense of ownership over how they learn best.

Over time, students recognize which supports make the biggest difference for them, and they carry those strategies into other classes. For example, one student who thrived when asked to sketch key concepts started doing the same in science class. Not only did her comprehension improve, but so did her grades. This kind of transfer builds self-advocacy: Students realize what helps them succeed and learn to apply those tools independently.

Why It Matters

You may worry that this kind of chart will add more paperwork. In reality, it’s the opposite. It’s a little more work up front, but it saves enormous amounts of time later—during testing, when writing sub plans, and when grouping for big assignments. More important, it helps us stay regulated and organized instead of scrambling through multiple documents during lessons.

It also protects us. We can be confident that accommodations are consistently applied, even when we’re absent. For students with IEPs or 504 plans, that consistency isn’t just good practice—it’s a legal requirement. The chart gives peace of mind that whether it’s a substitute, a co-teacher, or a new staff member, every student’s needs are met without oversharing sensitive information.

When we notice how students learn best and make that visible, we’re not just supporting academics. We’re building trust, resilience, and self-belief. This chart shows students that they matter, helps them see how they learn best, and empowers them to use those strengths to succeed.