Consistency and alignment between instructional and assessment accommodations are considered educational best practices (Christensen et al., 2009). Despite this, previous research has shown that the alignment of the provision of accommodations to participants across the CL, CA, and LA conditions is low (Davies et al., 2016). The aim of this study was therefore to determine the prevalence of participants who received accommodations across the three conditions and the degree of alignment of the provision of accommodations across conditions. This study is a replication study originally conducted in Australia (Davies et al., 2016) which used the Checklist of Learning and Assessment Adjustments for Students (CLAAS) to evaluate educator practices related to the provision of accommodations across conditions. The current study administered the CLAAS to 45 educators in five New Jersey public schools to report on the accommodations provided to SWSNs (n = 45) across the three conditions. The prevalence of SWSNs who received accommodations was calculated through the Marascuilo procedure. Results indicate that at the total level, the prevalence of SWSNs who received accommodations was statistically higher during the CL compared to the LA conditions, but yielded mixed results across each of the eight accommodation domains. Cohen's h was used to identify meaningful differences in prevalence of SWSNs who received accommodations. Results indicate that at the total level, the differences in prevalence of SWSNs who received accommodations were meaningful, with a higher prevalence of SWSNs receiving accommodations during the classroom conditions compared to the LA condition, but yielded mixed results across each of the eight accommodation domains. The Porter alignment index was used to evaluate the degree of alignment of accommodations provided to SWSNs. The alignment of the provision of accommodations was greater between the two classroom conditions compared to the alignment between the classroom conditions and LA condition. This was consistent across all eight domains considered. The results of this study suggest that alignment can be can be strengthened to allow SWSNs equal accessibility to classroom curriculum and large-scale testing material.