Despite expectations for accommodations in inclusive classrooms, little guidance for effective practice is available. Most accommodations policies and evidence-based practices address assessments. High school regular and special educators collaborated in focus groups to articulate a model based on their practices and perceptions of best practice. The model addresses classroom accommodations identification, provision, and evaluation. The model is particularly appropriate for cotaught classrooms with high enrollments of students with high incidence disabilities. (Contains 2 tables and 1 figure.)