Working with Your School: Section 504 Best Practices for Parents
- Accessible Education
- Nov 11
- 14 min read
Understanding your child's Section 504 rights is important, but knowing how to work effectively with your school makes those rights a reality. Part 12 of the Understanding Section 504 series provides practical strategies for building productive relationships with your child's school, preparing for meetings, monitoring implementation, and advocating effectively when challenges arise.
Building a Collaborative Relationship
The most effective advocacy happens in the context of a positive, collaborative relationship with your school. While you have powerful legal rights, your goal should be partnership, not confrontation.
Start with the Assumption of Good Intent
Most educators genuinely want to help students succeed. Approaching the school with the assumption that they share your goal, your child's success, creates a foundation for collaboration.
This doesn't mean:
Accepting inadequate services
Failing to hold the school accountable
Ignoring violations of your child's rights
It does mean:
Starting conversations respectfully
Giving the school the opportunity to correct problems before escalating
Recognizing the constraints that teachers and administrators face
Acknowledging when things go well
Know Your School's Section 504 Coordinator
The Section 504 Coordinator is your primary point of contact for all 504-related matters. Districts with 15 or more employees must designate a coordinator.
The coordinator's role:
Oversees the district's Section 504 compliance
Coordinates identification, evaluation, and placement procedures
Investigates complaints alleging Section 504 violations
Ensures staff receive training on Section 504
Monitors the implementation of 504 Plans
Build a relationship by:
Introducing yourself at the beginning of the school year
Asking about procedures and timelines
Requesting clarification when you don't understand something
Keeping them informed of concerns before they become problems
Copying them on important correspondence with teachers
Communicate Regularly and Professionally
Effective communication prevents many problems from escalating.
Use email for important communications:
Creates a written record
Allows time for thoughtful responses
Can be saved for documentation
Professional and less emotional than in-person confrontations
Be clear and specific:
State what you're requesting or concerned about
Provide specific examples
Suggest solutions when possible
Avoid vague complaints
Be respectful but firm:
Use professional language
Avoid accusatory or emotional language
State facts rather than opinions when possible
Stand firm on your child's rights while maintaining courtesy
Example of effective communication:
Poor: "My son's teacher never gives him his accommodations, and I'm sick of it! This has to stop now, or I'm filing a complaint!"
Better: "I'm writing to express concern about the implementation of John's 504 accommodations in Mr. Smith's class. John reports that he has not received extended time on the last three quizzes (October 5, October 12, and October 19). His 504 Plan specifies time-and-a-half on all assessments. Could we schedule a meeting to discuss how to ensure consistent implementation? I'd like to resolve this quickly so John doesn't continue to be disadvantaged."
Maintain Documentation
Good documentation is essential for effective advocacy.
All communications:
Save emails (both sent and received)
Take notes during phone conversations (date, time, who you spoke with, what was discussed)
Summarize in-person conversations in follow-up emails ("Thanks for meeting with me today. To confirm my understanding...")
Meetings:
Take notes during 504 meetings
Request copies of meeting notes or decisions
Send follow-up emails summarizing what was decided
Incidents and concerns:
Date and description of problems
When accommodations aren't provided
Behavioral incidents
Academic struggles
Communications from your child about challenges
Your child's work and progress:
Save assignments and tests
Keep report cards and progress reports
Document grades and performance
Note patterns or changes
Medical and outside documentation:
Medical appointments and reports
Outside evaluations
Medication changes
Changes in your child's condition
Why documentation matters:
Provides evidence if you need to file a complaint or request due process
Helps you identify patterns
Supports requests for changes to the plan
Creates accountability
Organization tip: Create a binder or digital folder with sections for:
Current 504 Plan
Evaluation reports
Meeting notes
Correspondence
Grades and progress
Medical documentation
Incident reports
Preparing for Section 504 Meetings
Preparation is key to effective participation in Section 504 Team meetings.
Before the Meeting: Gather Information
Review current documents:
Read the current 504 Plan carefully
Review the most recent evaluation reports
Look at grades, progress reports, and teacher comments
Review any previous meeting notes
Collect data on your child's functioning:
Examples of work that show challenges
Notes about what accommodations help
Information about difficulties at home related to school demands
Medical updates or changes
Input from outside providers (therapists, doctors)
Prepare your observations and concerns:
What's working well?
What isn't working?
What new challenges have emerged?
What changes might help?
What questions do you have?
Consider bringing:
Your documentation binder or folder
A notebook for taking notes
Your child (if appropriate age and they want to attend)
A support person (friend, advocate, attorney if needed)
Prepared questions or points you want to discuss
Write Down Your Concerns and Questions
Writing helps you organize your thoughts and ensures you don't forget important points.
Format your concerns specifically:
Instead of: "Math is really hard for him."
Try: "John is spending 3-4 hours each night on math homework that should take 45 minutes according to the teacher. He becomes frustrated and tearful. I'm concerned the current accommodations aren't sufficient for the increased demands of Algebra."
Prepare questions in advance:
"Can you explain how the extended time accommodation is being implemented?"
"What data has the school collected on whether the current accommodations are effective?"
"What behavioral supports are available to help with focus and organization?"
"How will we measure whether these accommodations are working?"
Understand Your Role in the Meeting
You are a critical member of the Section 504 Team, even though federal law doesn't explicitly require parental membership.
Your role:
Provide information about your child that only you know
Share observations from home
Offer perspective on what helps your child
Ask questions when you don't understand
Advocate for appropriate services
Request clarification of any decisions
Remember:
You don't need to be an expert on education or disability law
It's okay to say "I don't know" or "I need time to think about this"
You can request additional time or another meeting if needed
You can bring someone with you for support or expertise
During the Meeting: Participate Actively
Take notes:
Who is present
What data is presented
What accommodations are discussed
What decisions are made
What actions will be taken and by when
Any disagreements or concerns
Ask questions:
If you don't understand something, ask for clarification
If you disagree, explain why
Request data or evidence supporting recommendations
Ask how implementation will be monitored
Provide your input:
Share your observations and concerns
Explain what you see at home
Describe what works and what doesn't
Offer suggestions based on what you know about your child
Don't be rushed:
If the meeting is moving too quickly, say so
Request time to process information
Ask to schedule another meeting if you need more time
Don't feel pressured to agree to something you're uncomfortable with
If you disagree:
State your concerns clearly
Explain what you believe your child needs
Request specific accommodations or services
Ask for the team's reasoning if they're denying your request
Document your disagreement in the meeting notes
After the Meeting: Follow Up
Review the meeting notes and plan:
Ensure the written plan accurately reflects what was decided
Check that all discussed accommodations are included
Verify that your concerns were addressed
Send a follow-up email if needed:
Thank participants
Clarify any misunderstandings
Confirm your understanding of decisions
Request corrections to the plan if necessary
Document any continuing disagreements
Example follow-up email: "Thank you for meeting with me yesterday to discuss Sarah's 504 Plan. I want to confirm my understanding that the team agreed to add the following accommodations: [list accommodations]. I also want to note that I continue to have concerns about [specific concern]. I'd like to schedule a follow-up meeting in 6 weeks to review whether these accommodations are effective. Please send me the finalized written plan for my records."
Monitor implementation:
Check in with your child about whether accommodations are being provided
Communicate with teachers about implementation
Document whether accommodations are working
Request follow-up meetings if problems continue
Understanding the Evidence Needed for Accommodations
To advocate effectively for specific accommodations, you need to understand what evidence supports them.
The Connection Between Disability and Accommodation
Every accommodation should have a clear connection to how your child's disability affects them.
The logic:
Your child has a disability (physical or mental impairment)
That disability substantially limits a major life activity
The limitation creates a specific challenge in school
A specific accommodation addresses that challenge
Example:
Child has ADHD (impairment)
ADHD substantially limits concentrating (major life activity)
Difficulty concentrating makes it hard to complete timed tests because processing takes longer
Extended time on tests allows the child to demonstrate knowledge without being limited by processing speed
Types of Evidence That Support Accommodation Requests
Evaluation data:
Psychological or educational testing showing specific deficits
Processing speed scores
Achievement test results
Cognitive testing
Rating scales completed by teachers and parents
Medical documentation:
Diagnosis from a qualified professional
Explanation of how the condition affects functioning
Recommendations from treating providers
Academic performance data:
Grades and progress reports
Patterns in performance (strong in some areas, weak in others)
Comparison of performance with and without accommodations
State testing results
Teacher observations:
Reports of challenges in the classroom
Descriptions of what strategies have helped
Behavioral observations
Work completion data
Parent observations:
How long homework takes
Signs of frustration or difficulty
Strategies that work at home
Changes you've noticed
Student self-report:
What helps them learn
What makes tasks difficult
Which accommodations they actually use and find helpful
Trial data:
Results from trying accommodations informally
Before-and-after data showing the impact of accommodations
Comparison of performance with different supports
When the School Says "We Don't Have Evidence"
Sometimes schools deny accommodation requests because they say there isn't sufficient evidence.
Your response:
Request clarification about what evidence would be sufficient
Offer to provide additional documentation
Request that the school collect data on the specific concern
Suggest a trial period for the accommodation with data collection
Provide outside evaluations if available
Consider requesting an independent evaluation if the school's evaluation is inadequate
Example: "You've said there isn't evidence that extended time would help John, but his evaluation shows significantly below-average processing speed scores, and he consistently runs out of time on tests while showing mastery on untimed assignments and homework. Could we try extended time for the next unit test and compare his performance to previous tests? We could also survey John after the test to see if he felt he had adequate time to demonstrate his knowledge."
Monitoring Implementation of the Plan
Having a great 504 Plan is only valuable if it's actually implemented. Monitoring is your responsibility.
How to Monitor Implementation
Talk to your child regularly:
Ask specific questions: "Did you get extended time on your math test today?" not "Are you getting your accommodations?"
Inquire about each accommodation individually
Ask about new or substitute teachers
Listen for patterns of problems with specific teachers or situations
Communicate with teachers:
Send periodic emails checking in
Ask how accommodations are working from their perspective
Inquire about any challenges with implementation
Maintain a friendly, collaborative tone
Review work and grades:
Look for patterns that might indicate accommodations aren't being provided
Check test papers for timing notations
Review returned assignments for evidence of accommodations
Compare performance across different classes or teachers
Request data from the school:
Ask for documentation that accommodations are being provided
Request testing logs showing extended time was given
Ask about any tracking system the school uses
🚩Red Flags That Implementation May Not Be Happening
Watch for these warning signs:
Your child reports:
"The teacher said I don't really need that"
"They forgot to give me extended time again"
"The substitute didn't know about my plan"
"Everyone else finished, so I turned it in too"
Academic patterns suggest:
Performance is worse on timed tests than on untimed work
Grades are declining despite effort
Your child is stressed or frustrated about not having accommodations
Performance varies widely between teachers
Communication reveals:
Teachers don't seem aware of the plan
Substitute teachers weren't informed
New teachers didn't receive the plan
Teachers express resistance to providing accommodations
When Implementation Isn't Happening
Step 1: Start with the teacher
Send a friendly email asking about the accommodation
Assume good intentions initially
Offer to clarify any questions about the accommodation
Step 2: Contact the Section 504 Coordinator
Inform them of the implementation problem
Request their assistance in ensuring compliance
Ask how they'll monitor the implementation going forward
Step 3: Request a 504 Team meeting
If problems continue, request a meeting
Discuss barriers to implementation
Problem-solve solutions
Document the school's commitment to implement
Step 4: Document and escalate if necessary
Keep detailed records of implementation failures
File a formal complaint through the school's grievance procedure
File an OCR complaint if failures continue
Request compensatory services for the impact of non-implementation
Remember: Failure to implement a 504 Plan is a denial of FAPE and a violation of federal law. You have every right to insist on implementation.
When to Request a Reevaluation or Plan Update
Don't wait for annual reviews if your child's needs change or the current plan isn't working.
Request a Reevaluation When
Your child is struggling:
Grades are declining
Your child is working much harder than their peers for same results
Stress and frustration are increasing
Current accommodations aren't helping
The disability has changed:
Medical condition has worsened
New diagnosis or condition has emerged
Medication changes have affected functioning
Physical or mental health has improved significantly
New demands emerge:
Transition to middle school or high school
Advanced classes with different requirements
Standardized testing approaching
Different types of assignments or expectations
Implementation reveals issues:
Accommodations that seemed appropriate aren't actually helping
Your child reports that accommodations aren't useful
Teachers report that accommodations aren't sufficient
Data shows a lack of progress despite accommodations
Request a Plan Update When
You identify needed changes:
Additional accommodations would help
Some accommodations are no longer needed
Accommodations need to be more specific
New settings (like extracurricular activities) need to be addressed
How to request:
Send a written request to the Section 504 Coordinator
Be specific about what concerns you and why you're requesting review
Provide any new data or documentation
Request a meeting within a reasonable timeframe
When to Involve Outside Advocates or Attorneys
Most issues can be resolved through communication and collaboration, but sometimes additional support is needed.
Consider Involving an Educational Advocate When:
You need support in meetings:
You're intimidated by meetings or speaking up
You want someone knowledgeable about education and disability law present
You need help organizing your thoughts and presenting your case
The school has multiple people at meetings, and you feel outnumbered
You need help understanding the process:
You're not sure what accommodations are appropriate
You don't understand evaluation reports
You need help developing an action plan
You want guidance on your rights
Communication has broken down:
The school isn't responding to your concerns
You and the school can't reach agreement
You need a neutral third party to facilitate
Educational advocates:
Can attend meetings with you
Help you understand documents and processes
Assist with drafting letters and requests
Are typically less expensive than attorneys
Consider Consulting or Hiring an Attorney When:
The school is violating your child's rights:
Refusing to evaluate despite clear need
Not implementing the 504 Plan repeatedly
Proposing expulsion for disability-related behavior
Discriminating against your child
You're considering due process or OCR complaints:
Legal expertise is valuable for formal proceedings
Attorneys understand hearing procedures and evidence rules
They can represent you in hearings
The situation is complex or high-stakes:
Multiple disabilities or complicated medical situations
Significant educational harm has occurred
Large amounts of compensatory services may be needed
You need someone to negotiate a settlement
The school has retained an attorney:
If the district brings its attorney to meetings, you may want your own
Where to find help:
State or local bar associations with special education sections
Disability rights organizations
Community advocacy organizations
Referrals from other parents
Cost considerations:
Some attorneys offer free consultations
Some work on sliding scale fees
Legal aid organizations may provide free services based on income
Parent Training and Information Centers often provide free advocacy support
Educational advocates are typically less expensive than attorneys, and some offer free consultations
Keeping Organized Records
Good organization makes everything easier.
Create a Section 504 Paper or Digital File System
Current documents:
Current 504 Plan (keep in front)
Most recent evaluation
Current IHP if applicable
Current BIP if applicable
Historical documents:
Previous 504 Plans
Past evaluation reports
Previous meeting notes
Communications:
Emails organized chronologically
Notes from phone calls
Letters sent and received
Academic records:
Report cards
Progress reports
State testing results
Examples of work
Medical documentation:
Diagnoses and evaluation reports
Medical records relevant to disability
Medication information
Outside therapy or treatment records
Incident reports:
Behavioral incidents
Disciplinary actions
Times accommodations weren't provided
Timeline:
Chronological list of important events
Helpful for seeing patterns
Useful if filing complaints
Building Your Child's Self-Advocacy Skills
As discussed in part 3 of this series, self-advocacy is critical for your child's long-term success.
Age-Appropriate Involvement
Elementary school:
Teach your child about their disability in simple terms
Help them understand what helps them learn
Practice asking for help appropriately
Celebrate what makes them unique
Middle school:
Encourage attendance at 504 meetings, when appropriate
Have them share what helps them
Practice explaining their needs to teachers
Increase awareness of their accommodations
High school:
Active participation in 504 meetings
Leading discussions about their needs when appropriate
Communicating directly with teachers about accommodations
Understanding how to advocate for themselves
Teaching Self-Advocacy Skills
Help your child practice:
Explaining their disability without shame
Identifying what accommodations help them
Requesting accommodations from teachers
Following up when accommodations aren't provided
Problem-solving when challenges arise
Role-play conversations:
"Hi, Mr. Johnson, I have a 504 Plan that includes extended time on tests. I wanted to make sure you knew about it."
"I didn't receive extended time on the quiz yesterday. Can we talk about how to make sure I get it next time?"
"The noise in the classroom is really distracting. Could I move to a quieter spot?"
Encourage appropriate independence:
Have your teen email teachers when appropriate
Support them in speaking up in class
Praise self-advocacy efforts
Be available for backup, but let them try first
The Balance: Advocacy Without Adversarial Relationships
Effective advocacy means standing firm on your child's rights while maintaining working relationships.
Be Firm on Rights, Flexible on Methods
Stand firm on:
Your child's legal right to FAPE
Implementation of the 504 Plan
Non-discrimination
Procedural safeguards
Be flexible on:
How accommodations are provided
Specific approaches or methods
Timeline for implementation (within reason)
Communication preferences
Example: Your child's plan requires a quiet testing space. The school doesn't have a separate room available. Rather than demanding a specific solution, work collaboratively: "I understand the challenge. What alternatives could provide a quiet space? Could she test in the library, counselor's office, or a corner of an empty classroom?"
Pick Your Battles
Not every concern rises to the level of a formal complaint.
Major issues requiring action:
Consistent failure to implement accommodations
Denial of FAPE
Discrimination or harassment
Illegal disciplinary actions
Refusal to evaluate or provide needed services
Minor issues that may be resolved informally:
Occasional oversight by a substitute teacher
Miscommunication that's quickly corrected
The teacher needs clarification about an accommodation
Scheduling or logistical challenges the school is working to solve
This doesn't mean ignoring small problems, but it does mean:
Addressing them proportionally
Giving the school the opportunity to correct
Maintaining perspective on what's truly harming your child
Saving your energy for significant violations
Express Appreciation
When things go well, say so.
Thank teachers who:
Implement accommodations consistently
Go above and beyond to support your child
Communicate regularly
Show genuine care for your child's success
Acknowledge the Section 504 Coordinator when:
They respond quickly to concerns
They facilitate effective meetings
They help resolve implementation issues
They provide helpful guidance
Positive feedback:
Builds goodwill
Reinforces effective practices
Makes people more likely to help in the future
Models the collaborative relationship you want
The Bottom Line
Working effectively with your school requires balancing advocacy with collaboration.
Build relationships:
Assume good intent
Communicate professionally
Know your Section 504 Coordinator
Express appreciation when appropriate
Prepare and participate:
Document everything
Prepare for meetings
Provide input and ask questions
Follow up after meetings
Monitor and act:
Track implementation
Address problems promptly
Request updates when needed
Escalate appropriately when necessary
Know when to get help:
Involve advocates when needed
Consult attorneys for serious violations
Use available resources and support
Develop your child:
Build self-advocacy skills
Increase age-appropriate involvement
Prepare for transition to adulthood
Maintain perspective:
Stand firm on rights
Be flexible on methods
Pick your battles
Remember, the goal is your child's success
The most effective parent advocates are informed, organized, persistent, and collaborative:
You can hold schools accountable while maintaining positive working relationships.
You can be firm about your child's rights while being reasonable about implementation.
You can advocate powerfully while preparing your child to advocate for themselves.
Your partnership with the school, even when that partnership includes disagreement and accountability, ultimately serves your child best.
Next in this series: Key Takeaways - Your Section 504 Rights Checklist
Previous article: Transition and Beyond - From K-12 to College
Want to Strengthen Collaboration with Your Child's Section 504 Team?
We can help you prepare for meetings and improve communication strategies. Learn more about our Special Education and Section 504 Advocacy Services or request a free consultation.
