Sample 504 plan: what one actually looks like and how to use it

Last updated 2026-07-09

What is a 504 plan and who qualifies for one?

A 504 plan is a legally binding document under Section 504 of the Rehabilitation Act of 1973, which bans disability discrimination in any program that gets federal money. Every public school gets federal money. So every public school must follow Section 504. Private schools that take federal funding are also covered, though many take none ^[1].

Qualification turns on one question: does the student have a physical or mental impairment that substantially limits one or more major life activities? Learning and reading are both explicitly listed as major life activities under the ADA Amendments Act of 2008, which schools apply when they interpret Section 504 ^[2]. Dyslexia, ADHD, anxiety, processing disorders, vision impairments, and chronic health conditions can all qualify. The bar is lower than for an IEP. You do not have to show the disability affects educational performance in the same formal way IDEA requires.

Schools must evaluate any student suspected of having a qualifying disability. You can request that evaluation in writing. The school cannot demand a private diagnosis before it evaluates, though a private evaluation you bring in can absolutely inform the school's decision.

If your child qualifies under IDEA and needs specialized instruction, an IEP in school: what it is and how to get one is usually stronger protection than a 504. If the child needs accommodations but not a different curriculum, a 504 often fits better. The comparison is worth understanding before your first meeting: see our breakdown of iep vs 504 for a side-by-side look.

What does a 504 plan document actually look like?

There is no federally mandated 504 plan form. The U.S. Department of Education's Office for Civil Rights enforces Section 504 but does not hand out a specific template ^[1]. So the document your district uses may look nothing like the one another district produces. Some run one page. Some run four or five. What matters is whether the required content is there, not how it is laid out.

Every legitimate 504 plan should contain these elements:

• Student's full name, date of birth, grade, and school
• The disability or impairment identified, stated clearly (for example: "dyslexia" or "ADHD, combined presentation")
• How the impairment substantially limits a major life activity (reading, concentrating, processing speed, etc.)
• A list of specific, measurable accommodations
• The name of each person responsible for implementing each accommodation
• The plan's effective dates and review schedule
• Signatures of the parent or guardian and school team members

Some districts also add a statement of the student's current performance level, the courses or settings where accommodations apply, and a note about related services when any are provided. Not all 504 plans list related services, but some do, especially for students with health needs.

What a 504 plan does not contain: goals with progress benchmarks, a statement of special education services, or a placement decision. Those belong in an IEP. If you are unsure which document your child has, the heading and the signatures will usually tell you. For more on what does iep stand for and how it differs from a 504, that article breaks it down.

Sample 504 plan: a full annotated example

Below is a representative sample of a 504 plan. The student in this example has dyslexia with a co-occurring reading fluency deficit. The language is modeled on widely used district formats and the accommodation categories recommended by the National Center for Learning Disabilities ^[3]. This is not a real student's record.

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SECTION 504 ACCOMMODATION PLAN

Student: [Student Name] | DOB: [Date] | Grade: 4 | School: [School Name] | Date of Plan: [Date]

Disability / Impairment: Dyslexia (specific learning disability in reading) affecting reading decoding, reading fluency, and written expression.

Substantially Limits the Following Major Life Activity: Reading, as defined under the ADA Amendments Act of 2008. The student currently reads at approximately the 1st-grade level on curriculum-based measures, approximately 2.5 grade levels below peers.

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ACCOMMODATIONS

Accommodation	Setting	Responsible Person	Frequency
Extended time (1.5x) on all tests and quizzes	All classes	All teachers	Every assessment
Text read aloud by teacher, aide, or approved app	All classes	All teachers	Daily as needed
Use of audiobooks or digital text (e.g., Learning Ally, Bookshare)	ELA, Science, Social Studies	ELA teacher coordinates	Daily
Reduced copying from board; teacher provides printed notes	All classes	All teachers	Daily
Spelling not counted against grade in written work (content graded separately)	All classes	All teachers	Daily
Use of speech-to-text software for written assignments	All classes	Special ed liaison coordinates	As assigned
Preferential seating near instruction	All classes	Homeroom teacher	Daily
Oral option for tests when reading load would confound content knowledge	Core subjects	Each content teacher	Per test
Access to decodable readers and structured literacy materials in reading support	Reading support	Reading specialist	3x per week

Plan Start Date: [Date] Review Date: [Date, typically one year out]

Team Signatures: Parent/Guardian, General Ed Teacher, Administrator, Reading Specialist

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That is what a solid sample of a 504 plan looks like in practice. Notice that each accommodation names who is responsible. Vague language like "teachers will support the student" is unenforceable. Specific language gives you something to point to.

Sample 504 plan for ADHD: what accommodations look most like

A sample 504 plan for ADHD looks similar in structure to the dyslexia example above, but the accommodation list shifts to attention, executive function, and impulse control instead of decoding and fluency. The disability section would read something like: "Attention-Deficit/Hyperactivity Disorder, combined presentation, substantially limiting the major life activities of concentrating, thinking, and learning."

Common accommodations for ADHD on a 504 plan include:

• Extended time (1.5x or 2x) on tests and longer written assignments
• Frequent check-ins or prompts to return to task
• Breaking multi-step assignments into smaller chunks with interim deadlines
• Preferential seating away from high-traffic areas and doors
• Permission to use noise-canceling headphones during independent work
• Reduced homework quantity when the concept is already demonstrated (quality over volume)
• Access to a fidget tool or movement break
• Advance notice of transitions
• Written instructions provided in addition to verbal ones
• Tests administered in a low-distraction setting
• Daily agenda or planner checked by teacher
• Use of a calculator for math when computation is not the skill being assessed

Research on ADHD accommodations in schools finds that extended time and reduced-distraction testing are the most consistently implemented and among the most effective for test performance ^[4]. That does not make them the only ones worth requesting. Executive function supports like chunked assignments and check-ins often matter more for daily learning than what happens during a single test.

If your child has both dyslexia and ADHD (co-occurrence rates run around 25 to 40 percent in clinical samples ^[5]), the 504 plan should address both. You do not need two separate plans. List the impairments and the accommodations that address each one.

How do you request a 504 plan evaluation?

Put it in writing. Email works. A paper letter works. A verbal request at a meeting leaves no paper trail and is easy for a school to later claim it never received.

Your letter should say: "I am requesting a Section 504 evaluation for [child's name] because I believe [he/she/they] has a disability that substantially limits a major life activity, specifically [reading/concentrating/etc.]. Please let me know your timeline for completing this evaluation and the procedural safeguards that apply."

Section 504 does not set a federal deadline for completing evaluations the way IDEA does for IEP evaluations (IDEA gives schools 60 days from parental consent, or the state's timeline, whichever is shorter ^[6]). Some states set 504 evaluation deadlines by regulation. Others do not. Either way, the Office for Civil Rights expects schools to act within a reasonable timeframe, and OCR complaint investigations often flag delays past 60 days as a problem.

The school must give you written notice of its decision to evaluate or its refusal to evaluate. If it refuses, ask for that in writing too. A written refusal is your starting point for an OCR complaint if you need one.

Schools sometimes push back with "we tried interventions first" or "he doesn't have a formal diagnosis." Neither is a valid ground for refusing to evaluate. Response to Intervention (RTI) data can inform a 504 evaluation but cannot replace it. And as noted above, schools must evaluate on their own, using their own qualified staff. A private diagnosis can help but is not a prerequisite ^[1].

What rights do parents have in the 504 process?

Section 504 gives families procedural safeguards, though they are thinner than IDEA's IEP safeguards. Under the regulations at 34 CFR Part 104, schools must ^[1]:

• Provide notice to parents before any significant change in the student's program
• Allow parents to examine relevant records
• Provide an impartial hearing if parents disagree with the school's actions
• Allow parents to be represented by counsel at that hearing

The hearing process under Section 504 is different from IDEA due process. The hearing officer is appointed by the school district, which is a structural weakness parents should know about. Still, filing for a hearing signals you mean business and often prompts a school to settle before the hearing date.

If the school is not implementing the 504 plan (accommodations are listed but teachers are not using them), your first move is a written complaint to the building principal and the district's 504 coordinator. Every district that receives federal funding must name a 504 coordinator ^[1]. If that fails, you can file a complaint with the U.S. Department of Education's Office for Civil Rights at no cost. OCR complaints have a 180-day filing window from the date of the violation ^[7].

One thing OCR cannot do: award compensatory services the way an IEP hearing officer can. OCR resolves complaints by making the school fix the problem going forward. If you need retroactive services, a due process hearing under IDEA (if your child also qualifies) or a private lawsuit may be the route, but those paths are slow and expensive. Most families get better results from persistent, documented advocacy at the school level first.

How often should a 504 plan be reviewed and updated?

Section 504 regulations require schools to conduct periodic re-evaluations. The regulations point to every three years as a reasonable interval for re-evaluation, similar to IDEA's triennial evaluation requirement ^[1]. Most districts review the 504 plan document itself every year, even when a full re-evaluation happens less often.

You can request a meeting to review and update the plan any time your child's needs change. A new school year, a move to a new grade or school, or a sharp change in performance are all good triggers for a review request.

Bringing updated data to review meetings strengthens your position. That means reading assessment scores, teacher observations, homework samples that show where the child is struggling, and any private evaluations you have. Schools respond to documentation. Asking for accommodations with no data behind the request is a harder sell than walking in with a psychoeducational report showing a 20-point processing speed gap.

For parents who want tools to track their child's reading progress between school meetings, the ReadFlare reading toolkit includes screening-level assessments and a record-keeping template you can bring to 504 review meetings.

What accommodations are schools most likely to approve vs. resist?

Schools approve some accommodations fast because they are low-cost and well-established. They push back on others because of cost, staffing, or discomfort with changing classroom practice. Knowing the difference helps you prioritize.

Usually approved with little resistance:

• Extended time (1.5x) on tests
• Preferential seating
• Copies of teacher notes
• Reduced copying from the board
• Read-aloud for tests
• Use of a word processor for written work

Often resisted, worth pushing for:

• Extended time of 2x or untimed (schools often counter with 1.5x; push back if your child genuinely needs more)
• Oral administration of all tests
• Speech-to-text for all written work
• Homework reduction
• Audiobooks through Bookshare or Learning Ally provided at school expense
• A human reader (aide) rather than text-to-speech software

Rarely available through a 504 (look to an IEP instead):

• Specialized reading instruction (Orton-Gillingham, Wilson, RAVE-O, etc.)
• Pull-out reading support
• Placement in a smaller class
• Paraprofessional support throughout the day

The line is accommodation vs. instruction. A 504 covers accommodations, meaning changes to how a student accesses the general curriculum. Specialized instruction requires an IEP under IDEA. If your child needs Orton-Gillingham-based reading instruction and the school is only offering a 504 with audiobooks and extended time, that is worth challenging when a full evaluation points to a specific learning disability.

For a deeper look at what schools must provide in each document, the 504 plan school guide covers the legal obligations in more detail.

How is a 504 plan different from an IEP?

Parents ask this more than any other question, and the short answer is: an IEP provides specialized instruction and more legal protection; a 504 provides accommodations with less process but still real legal force.

Feature	504 Plan	IEP
Governing law	Section 504 / ADA	IDEA 2004
Who qualifies	Substantially limits a major life activity	Disability + need for special education
What it provides	Accommodations only	Accommodations + specialized instruction
Evaluation timeline	No federal deadline; "reasonable"	60 days from consent (federal default) [6]
Annual goals required	No	Yes
Progress monitoring required	No formal requirement	Yes, reported to parents
Cost to family	Free	Free
Dispute resolution	Section 504 hearing, OCR complaint	Due process, state complaint, OCR
Applies to college	Yes (ADA)	No (IDEA ends at high school)

The last row matters a lot for older students. IDEA protections end when a student exits high school or turns 21. Section 504 and the ADA follow a student into college and the workplace. A student who only ever had an IEP in K-12 may find the jump to college harder if they have never learned to self-advocate under a 504 framework.

For parents still figuring out which document their child has or needs, the iep vs 504 comparison goes into more detail, and what does iep mean is a good starting point if the terminology is still new.

What should parents do if a 504 plan is not being followed?

Non-implementation is the most common 504 complaint families bring to the Office for Civil Rights. The plan exists on paper. Teachers are not using it. Here is a practical sequence.

Step 1: Document everything. Keep a dated log of every instance where an accommodation was not provided. "March 3: math test returned without extended time; teacher said she forgot." Screenshots of parent-teacher messages help.

Step 2: Contact the 504 coordinator in writing. Go past the teacher, past the principal. The district-level 504 coordinator is the person legally responsible for compliance. Email them directly, attach your log, and ask for a meeting within two weeks.

Step 3: Request a plan review meeting. Sometimes non-implementation happens because the plan is vague. Tightening the language at a meeting, so each accommodation names who is responsible and how it will be documented, can fix the problem faster than a complaint.

Step 4: File an OCR complaint if steps 1-3 fail. The complaint form is on the Department of Education's OCR website. It is free, you do not need a lawyer, and OCR has jurisdiction over any school receiving federal funding ^[7]. OCR typically contacts the school within 60 days of receiving a complaint and resolves most cases through a written agreement rather than a formal finding.

Step 5: Consider a state complaint. Some states run their own Section 504 complaint processes through the state education agency. These vary widely in how useful they are.

A private attorney who specializes in education law can be worth a call before Step 4, especially if there has been real harm. Many offer a free or low-cost first consultation. The Council of Parent Attorneys and Advocates (COPAA) has a directory at copaa.org.

What does good 504 accommodation language actually look like?

Weak language is the most common reason 504 plans fail. Here are real examples of weak vs. strong wording for the same accommodation.

Weak: "Student may receive extra time on tests." Strong: "Student receives 1.5x extended time on all tests and quizzes in all subject areas. Tests are not to be shortened in content to compensate for the extended time. The classroom teacher is responsible for notifying the student of the extended time option at the start of each assessment."

Weak: "Text will be made available." Strong: "All grade-level textbooks, reading passages, and handouts will be provided in digital format compatible with the student's text-to-speech software (currently NaturalReader) by the first day of each unit. The special education liaison will coordinate with general ed teachers to ensure digital versions are ready before the unit begins."

Weak: "Spelling will not be penalized." Strong: "In all written assignments across all subject areas, spelling errors will not reduce the student's grade. Written work will be graded on content, organization, and ideas only. A note to this effect will be placed in the teacher's gradebook at the start of each semester."

The pattern repeats every time: name the accommodation precisely, name the person responsible, name the frequency or trigger, and name what happens if the base accommodation is not enough.

Parents who want a ready-made template with this kind of language already built in can find one in the ReadFlare parent advocacy kit, which also includes a meeting prep checklist and a record-keeping log.

Can a 504 plan include reading-specific accommodations tied to the science of reading?

Yes, and this is an underused area. The science of reading, meaning the converging body of research on how children learn to decode and comprehend text, has clear implications for which accommodations actually help struggling readers versus which just make them more comfortable without building skills ^[8].

A 504 plan cannot require specialized instruction, but it can support access to evidence-based materials. For example:

• Access to Bookshare (free to any U.S. student with a qualifying print disability under the Chafee Amendment ^[9]) so the student can listen to grade-level content while decoding skills are still developing
• Use of decodable readers in the classroom rather than only leveled readers, if the student's instruction is already structured-literacy-based
• Permission to use a phonics reference card during independent reading
• Read-aloud accommodations tied specifically to content subjects (science, social studies) where reading load would block access to content knowledge

Be specific about the purpose of each accommodation. Extended time on a reading test helps a slow reader access the test. It does not build reading fluency. Parents sometimes assume 504 accommodations will teach their child to read better. They will not. Accommodations support access. Instruction builds the skill. If your child needs the instruction, push for an IEP evaluation.

The National Reading Panel and later research consistently show that explicit, systematic phonics instruction is among the most effective approaches for struggling readers ^[8]. A 504 plan can carve out time for that instruction only if the school already provides it as part of general education. If the instruction is not there, the 504 plan alone will not fill the gap.

Frequently asked questions

Is there a standard federal 504 plan form I can download?

No. The federal government does not publish a required 504 plan template. The U.S. Department of Education's Office for Civil Rights enforces Section 504 but leaves the document format to each school district. What matters legally is that the plan documents the disability, the substantial limitation, the specific accommodations, and who is responsible for implementing them. Your district likely has its own form; you can ask for a blank copy before your meeting.

How long does it take to get a 504 plan once you request it?

Section 504 has no federal deadline for completing evaluations, unlike IDEA's 60-day rule for IEPs. Some states set their own timelines. In practice, the Office for Civil Rights expects schools to act within a reasonable period, and most OCR investigators treat more than 60 days without action as a red flag. If you have been waiting more than eight weeks with no evaluation scheduled, contact the district's 504 coordinator in writing and ask for a written timeline.

Can my child have both a 504 plan and an IEP at the same time?

No. A student with an IEP is already protected under IDEA, which covers more ground than Section 504. IDEA accommodations are written into the IEP document itself. Keeping a separate 504 plan alongside an IEP is redundant and can create confusion. If your child currently has a 504 and you believe specialized instruction is needed, request a full evaluation for special education services. If eligible, the IEP replaces the 504.

Does a 504 plan follow my child to a new school or new district?

A 504 plan does not automatically transfer, but the new school is still legally obligated under Section 504 to serve your child. Bring a copy of the existing plan to enrollment. Most districts will honor it on an interim basis while they complete their own review. Request a 504 meeting within the first few weeks to formally adopt or update the plan. Do not assume it is in place until you have confirmation in writing from the new school.

What happens if a teacher refuses to follow the 504 plan?

A teacher's refusal to implement a 504 plan is a school compliance failure, not a personal disagreement. The school, not individual teachers, is the legally responsible entity. Document the refusal in writing, then contact the building principal and the district's 504 coordinator. If the problem persists, file a complaint with the U.S. Department of Education's Office for Civil Rights. Refusal to implement an approved 504 plan is a Section 504 violation.

Can a school reduce or remove accommodations without my permission?

No. Section 504 requires schools to provide parental notice before any significant change in the student's program. Removing or substantially reducing accommodations counts as a significant change. The school must hold a meeting, discuss the proposal with you, and give you the chance to object before making changes. If you disagree, you have the right to an impartial hearing under Section 504 regulations.

Do 504 accommodations apply to standardized state tests?

Generally yes, but the specifics depend on the state's testing policies. Most states allow extended time, read-aloud, and other approved accommodations on state assessments for students with documented 504 plans, though the accommodation must typically appear in the student's plan before the test window opens. Check your state's department of education testing accommodations policy well before testing season. Some accommodations valid in the classroom (like spell-check) are not permitted on state tests.

What is the difference between an accommodation and a modification?

An accommodation changes how a student accesses or demonstrates learning without changing what is being learned. Extended time, read-aloud, and text-to-speech are accommodations. A modification changes the actual content or expectation, such as reducing the number of math problems or testing on fewer vocabulary words. Modifications can lower academic standards and may affect grade-level credit. A 504 plan provides accommodations. Modifications typically require an IEP and are used more carefully.

Can I request specific accommodations, or does the school decide?

You can and should propose specific accommodations. The 504 team, which includes you, makes the final decision together. Schools sometimes present a pre-filled list and ask you to sign. You are not required to accept the school's list as-is. Come to the meeting with your own written list of requested accommodations. If the school rejects a request, ask them to document the reason in writing. That record matters if you later need to file a complaint.

Does a 504 plan cost families any money?

No. Schools must provide 504 accommodations at no cost to the family. The school cannot charge you for text-to-speech software, printed materials, testing time, or any other accommodation listed in the plan. If a school tells you that you need to buy something for the plan to work, that is a compliance issue. The one exception: families may choose to purchase private evaluations or assistive technology on their own, but the school cannot make that a condition of the accommodation.

Does a 504 plan help with college admissions or college accommodations?

A 504 plan helps in K-12 but does not automatically transfer to college. Colleges operate under the ADA and Section 504, but they require students to self-identify to the disability services office and provide documentation, usually a recent psychoeducational evaluation. The 504 plan itself can support that process as proof of a history of accommodation, but the college will conduct its own review. Students should contact their college's disability services office before classes start, not after.

What is a sample 504 plan for a student with dyslexia specifically?

A dyslexia 504 plan should name dyslexia as the disability (more than 'reading difficulty') and include accommodations like extended time, read-aloud or audiobook access via Bookshare or Learning Ally, speech-to-text for writing, spelling not graded in content subjects, and digital text for all materials. If the school provides structured literacy instruction in general education, access to those materials can also be noted. The plan should specify who provides each accommodation and in which classes.

What is a sample 504 plan for ADHD?

An ADHD 504 plan typically includes extended time, preferential seating, a low-distraction testing environment, broken-up multi-step assignments, frequent check-ins, written instructions alongside verbal ones, movement breaks, and sometimes homework reduction. If ADHD co-occurs with a reading disability, address both in the same plan. Research supports extended time and reduced-distraction settings as among the most consistently effective classroom accommodations for students with ADHD.

Sources

1. ADA Amendments Act of 2008, Pub. L. 110-325: The ADA Amendments Act of 2008 expanded the definition of major life activities to explicitly include reading, learning, concentrating, and thinking.
2. National Center for Learning Disabilities, Understood.org accommodations resource: Common 504 accommodation categories for dyslexia include extended time, read-aloud, text-to-speech, audiobooks, and spelling not counted in content-area grading.
3. Lewandowski et al. (2013), Journal of Learning Disabilities, extended time and ADHD: Research on ADHD accommodations finds extended time and reduced-distraction testing environments are among the most consistently implemented and studied for test performance.
4. Willcutt & Pennington (2000), Journal of Child Psychology and Psychiatry, ADHD and reading disability co-occurrence: Co-occurrence rates of ADHD and reading disability run approximately 25 to 40 percent in clinical samples.
5. IDEA 2004, 34 CFR Part 300, Section 300.301, initial evaluation timeline: IDEA requires schools to complete an initial IEP evaluation within 60 days of receiving parental consent, or within the state-established timeline if shorter.
6. U.S. Department of Education, Office for Civil Rights, How to File a Complaint: OCR complaints must be filed within 180 days of the alleged violation; filing is free and does not require an attorney.
7. National Reading Panel (2000), NICHD, Teaching Children to Read report: The National Reading Panel found that explicit, systematic phonics instruction is among the most effective approaches for struggling readers, based on analysis of over 100,000 research studies.
8. Bookshare, supported by the U.S. Department of Education under the Chafee Amendment: Bookshare is free to all U.S. students with a qualifying print disability under the Chafee Amendment to copyright law; schools can register students at no cost.
9. IDEA 2004, 34 CFR Part 300, Sec 300.8, definition of specific learning disability: IDEA defines specific learning disability to include disorders in basic reading skill, reading fluency, and reading comprehension.