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Document and collect evidence on student's academic performance, including performance on formative and summative assessments

Collect corroborating evidence on student behavior and participation.

A typical form for area of concern might look something like this (Source: Idaho Training Clearinghouse)

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If the data appears to support that a student is struggling, and it is not a one-off event, share data and consult the appropriate personnel at school, such as:

Counselor

Academic advisor

IEP/504 case manager

ESL specialist

Also, seek input on student history from other teachers and previous supports.

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If further action is warranted, we schedule a meeting with the Student and the Parent

One purpose is to rule out non-academic confounding factors as well as language difficulties.

In some cases, low performance is caused by limited English proficiency rather than a learning disability. (Source: Language Acquisition Difficulty or Learning Disability?)

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Identifying a Language Acquisition Difficulty

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Identifying a Language Acquisition Difficulty

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Ascertain whether or not the student has difficulty in their home language

Assess if their proficiency in the language of instruction (L2) is on-par with those with that of their academic peers

If student has difficulties in their home language (L1) as well as the language of instruction (L2), a learning disability may be present

However, if student has had relatively recent English language exposure but previously had satisfactory performance in L1, it may represent a language barrier.

Source: https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1534&context=hse_cp

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If this is determined to be a language acquisition difficulty determine an appropriate Tier of Intervention

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Integrate language/literacy objectives into all content lessons using visuals, gestures, and simplified language.

Use of visual aids and Graphic Organizers

Peer interaction (e.g. Think-Pair-Share)

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Pull-Outs

Supplementary ELD Curriculum

Bilingual Direct Instruction

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May refer to outside specialist for confirmation

Develop appropriate interventions (IEP/504 or equivalent) according to specific learning needs (Note: My school is private, so the specific details of this are beyond my paygrade)

Meet with parents again to finalize any accommodations or modifications

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A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

Legal rights under 504 plans

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

Key takeaways

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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What is a 504 plan? Get a definition of 504 plans and learn about Section 504 services for students in this guide.

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Continue to monitor student progress to check for improvements