Section 504 - Student Accommodations

Students may qualify for a 504 Plan if they have a physical or mental disability that substantially limits one or more major life activities. This includes learning, concentrating, walking, breathing, communicating, or managing emotions and behavior.

A formal diagnosis is not always required, but the student’s need for accommodations must be supported by documentation, observations, and team input.

Examples of conditions that may qualify:

• ADHD

• Anxiety or depression

• Diabetes, epilepsy, or asthma

• Hearing, vision, or mobility impairments

• Temporary conditions (e.g., injury recovery)

A referral for a 504 Plan can be made by:

• A parent or guardian

• A classroom teacher

• A school counselor, nurse, or administrator

• Any school staff member familiar with the student’s needs

• The Guidance Team through data review

 

If you believe your student may benefit from a 504 Plan, you can initiate the evaluation process by completing and submitting the 504 Student Referral Form via email to your student’s school counselor and/or to the district’s 504 Coordinator.

How the 504 Evaluation Process Works

Once a 504 referral is submitted, the school’s Guidance Team (GT) begins the evaluation process. Here’s what to expect:

Step 1: Parent Notification and Consent

• You will receive a copy of your rights under Section 504

• The school will request your written consent before beginning an evaluation

Step 2: Data Collection

• The GT gathers relevant academic, behavioral, medical, and attendance data

• Families may be asked to provide outside records, if available

Step 3: Eligibility Meeting

• A team meeting will be scheduled with you to review all collected data

• The team determines if your child qualifies under Section 504

• You will receive written notice of the decision

Step 4: Plan Development

• If eligible, a 504 Plan is created with input from you and the team

• The plan outlines specific accommodations based on your child’s needs

Step 5: Plan Implementation

• The plan is shared with relevant staff and accommodations are implemented

• Teachers and staff begin using the supports listed in the plan

Step 6: Documentation

• The 504 Plan is stored in the district’s secure system

• You will receive a copy of the finalized plan

Step 7: Monitoring and Review

• The plan is reviewed annually and re-evaluated every three years

• You may request a review at any time if your child’s needs change

A 504 Plan outlines the accommodations and supports a student needs to access school on an equal basis.

These adjustments help reduce barriers caused by a disability, ensuring your child can participate in learning, activities, and services.

Examples of 504 accommodations:

• Extra time on assignments or tests

• Access to a quiet space for testing

• Preferential seating or classroom adjustments

• Health or medical supports during the day

• Use of assistive technology

• Scheduled breaks or behavior supports

• Behavioral or environmental adjustments (e.g., visual schedules, calming areas)

• Modified homework or reduced workload

📌504 Plans are individualized and developed collaboratively between the school and family. Accommodations must be followed by all staff.

A 504 Plan helps remove barriers so students can fully participate in class. Supports and accommodations are based on each student’s needs and may look different from one student to another. Examples include:

These accommodations are not about lowering expectations, they are about ensuring equal access so students can learn alongside their peers.

Each member of the school team—and the family—plays a key role.

🏛️ District 504 Coordinator	🎓 All School Staff
• Oversees 504 processes and ensures legal compliance • Supports school staff with training and documentation • Monitors timelines and documentation • Updates district systems and ensures finalized plans are recorded                     • Primary contact for district-level 504 questions	• Maintain confidentiality of student information • Identify students who may need support • Report access issues or problems with implementation • Support inclusive environments • Communicate concerns to the 504 case manager or Coordinator

🏫 Counselors 504 Case Managers	🩺 School Nurses Case Managers
• Coordinate referrals, evaluations, and team meetings • Communicate with families and explain Section 504 rights • Help develop and monitor 504 Plans • Ensure annual reviews and required reevaluations are completed	• Coordinate evaluations when medical or health needs are involved • Communicate with families and review health documentation • Help develop and monitor health-based 504 Plans • Ensure medical accommodations are implemented and reviewed

🍀 Parents & Guardians	📚 Teachers & Classroom Staff
• Share concerns and documentation • Participate in meetings and decision-making • Support accommodation use at home • Request updates or plan changes as needed                                                       • Communicate changes in your child’s needs	• Implement accommodations as written in the plan                           • Foster a respectful learning environment • Attend meetings and collaborate with the team • Adjust teaching methods if needed • Monitor and report progress or concerns

---

English

Cambodian

Chinese

Korean

Punjabi

Russian

Somali

Spanish

Tagalog

Vietnamese

Both 504 Plans and Health Plans support students, but they serve different purposes:

• 504 Plans are formal legal documents under Section 504 of the Rehabilitation Act. They provide accommodations and services for students with a disability that substantially limits one or more major life activities, ensuring equal access to learning.

• Health Plans (sometimes called Individual Health Plans or Emergency Care Plans) are developed by the school nurse. They describe how a student’s medical needs will be managed during the school day (for example: asthma action plans, seizure protocols, or allergy management).

Some students may have both a Health Plan and a 504 Plan if their medical needs also create a substantial educational impact.

For more information about Health Plans and related services, please visit our Health Services page.

Both 504 Plans and IEPs help support students with disabilities, but they are not the same.

• A 504 Plan gives students accommodations so they have equal access to learning in the general classroom (for example: extra time on tests, health supports, or seating changes).

• An IEP (Individualized Education Program) is part of Special Education. It provides specialized teaching, services, and supports for students who qualify under federal law (IDEA).

If you are looking for information about IEPs and Special Education, please visit our Special Education Department or learn more about the Special Education Process.

Section 504 Handbook

Office of Superintendent of Public Instruction

Non-Discrimination Notice

Grievance Procedure - 3210P

504 Grievance Form

Student Referral Form

504 District Policy 2162

504 District Procedure 2162P