Royal Oaks Counseling Corner

A 504 Plan refers to Section 504 of the U.S. Rehabilitation Act of 1973, a civil rights law that prohibits discrimination against individuals with disabilities in any organization—including schools—that receives federal funding. In educational settings, Section 504 ensures that students with physical or mental impairments have equal access to learning and school activities.

To provide this access, schools may offer accommodations such as extra time on tests or assignments, seating near the front of the classroom, modified classroom materials, or access to audiobooks or other alternative formats. These supports do not enhance a student’s educational experience but instead remove barriers that would otherwise prevent them from participating in general education on an equal basis with their peers.

A 504 Plan is developed by a team that typically includes teachers, specialists, and parents. Together, they determine the specific instructional, behavioral, or health-related accommodations a student needs, based on the student’s individual challenges.

In California, approximately 85,100 students—about 1.5% of the state’s student population—receive 504 accommodations, according to the Department of Education’s Office of Civil Rights. Overall, Section 504 of the Americans with Disabilities Act helps ensure that students with disabilities can participate fully in public education by supporting their access, safety, and learning environment.

General Information

Section 504 of the Americans with Disabilities Act is an anti-discrimination, equal opportunity law that provides accommodations for individuals with physical and/or mental impairments to ensure access in public settings. The goal of the law is to prevent discrimination from programs that receive federal funding on basis of ability. For example, the Section 504 law is responsible for braille on signs, automatic doors, ramps, and elevators in public buildings (schools, government offices, etc.).

How is Section 504 implemented in schools?

At school, Section 504 plans are designed to provide access to instruction and ensure that students with physical or mental impairments are not being discriminated against due to a disability. For example, Section 504 allows a student with a visual impairment to request larger font to read classroom texts. This way, the student has the opportunity to access the same information as his or her peers.

What is the difference between a 504 plan and an Individualized Education Plan (IEP)?

Section 504 plans provide accommodations that allow students with disabilities to access instruction in the general education setting. Students who are eligible for Section 504 do not need or receive specially designed instruction.

Students who are determined eligible under Special Education Law, IDEIA, require specially designed instruction and/or direct services in addition to accommodations to access instruction. The specially designed instruction and accommodations are outlined in a student’s Individualized Education Plan (IEP).

A student cannot have both a 504 and IEP at the same time.

Does my student need a 504 plan to get support at school?

The following supports are best practice and are available to all students:

Teacher communication (verbal, written, electronic)
Teacher office hours or after school tutoring
Use of an agenda
Re-testing/re-teaching for any failed formal assessment

If your student requires supports beyond what is available to all students in order to access instruction, he or she may be eligible for Section 504.

Section 504 plans provide access to instruction and are not intended to:

Enhance educational experience
Maximize academic performance
Guarantee a passing grade
Modify instruction, teaching methods, or course requirements
Provide remediation or tutoring
Waive attendance requirements
Increase communication or grade monitoring
Ensure staff compliance with requests

Referrals & Eligiblity

How Do I Know if My Student Is Eligible for Section 504?

At Royal Oaks STEAM Academy in Duarte Unified School District (DUSD), eligibility for Section 504 accommodations is determined by the Section 504 Team. This team typically includes the parent/guardian, the student (when appropriate), a current teacher or counselor, an administrator, and the school’s 504 coordinator. Additional staff—such as the school nurse—may participate when relevant.

Once the team determines that a student is eligible under Section 504, they will decide whether the student requires a formal accommodation plan.

If you believe your student has a physical or mental impairment that substantially limits a major life activity and may require support, please contact the Royal Oaks STEAM Academy 504 Coordinator or submit a 504 referral form along with any relevant documentation.

Tatiana White twhite@duarteusd.org | 626-599-5417| Grades TK-5th
Fedelia Suleiman fsuleiman@duarteusd.org | 626- 599-5418| Grades 6th-8th

We're both on ParentSquare as well!

What Information Does the 504 Team Consider to Determine Eligibility?

The 504 team reviews information from multiple sources, which may include:

Parent/guardian input
Student work samples
Teacher or administrator feedback
Special Education records
Aptitude and achievement assessments
Disciplinary and attendance records
Early intervention data
Mitigating measures (such as medication or assistive devices)
Grade reports
Adaptive behavior observations
School health records
Medical evaluations, diagnoses, or other physical/mental health documentation
State test results

A decision is always based on a comprehensive review of data, not on one single document.

My Student Has Medical Documentation of a Disability. Do They Automatically Qualify for Section 504?

No. A diagnosis alone does not guarantee eligibility for Section 504 accommodations. The team considers a wide range of information to determine whether the disability substantially limits one or more major life activities.

A student can also be eligible without needing accommodations, especially if mitigating measures (such as medication, glasses, or a hearing aid) fully address the educational impact.
For example, a student with a hearing impairment who uses a hearing device and has no difficulty accessing instruction may not require a 504 Plan.

My Student Completed a Psychological Evaluation and the Clinician Recommended a 504 Plan. What Do I Do?

Please submit the report to the Royal Oaks STEAM Academy 504 Coordinator or complete a 504 referral form. The team will review the evaluation as part of its decision-making process.

If the evaluation suggests a possible need for specialized instruction, the information may also be reviewed by appropriate DUSD support staff to determine whether additional services should be considered. Once all reviews are complete, the 504 team will determine eligibility and discuss whether an accommodation plan is needed.

My Student Is Transferring to Royal Oaks STEAM Academy and Has a 504 Plan From a Previous School. Does It Transfer?

Yes. Please indicate that your student has a 504 plan on the enrollment forms and notify the registrar.

Royal Oaks STEAM Academy will implement the existing plan to the extent possible. A 504 meeting will then be scheduled to review eligibility and ensure the accommodations meet Duarte Unified School District guidelines. Updated documentation may be requested.

My Student Sustained a Concussion, Broken Bone, or Other Temporary Impairment. Do They Need a 504 Plan?

Temporary impairments that resolve within six months (e.g., concussions, fractures, short-term medical restrictions) do not typically require a 504 Plan.

Please share any medical notes or recommendations with your student’s counselor or teachers so short-term classroom adjustments can be made.

If the condition lasts longer than six months or becomes ongoing, a Section 504 evaluation may be appropriate.

My Student Is Physically Unable to Attend School Due to a Diagnosis or Treatment. How Can They Access Instruction?

Please contact your student’s school counselor or office staff. They can provide information about options such as short-term independent study, home hospital instruction (if applicable in DUSD), or other supports to maintain academic access during extended absences.

Accomodations

The following supports are educational best practice and are available to all students:

Teacher communication (verbal, written, electronic)
Teacher office hours or after-school tutoring
Use of an agenda
Re-testing/re-teaching for any failed “perform” assessment

What accommodations are available to my student?

Once the Section 504 team determines a student is eligible and accommodations are needed, the team collaborates to create accommodations that ensure the student has access to instruction at the same level as their non-disabled peers. Because each plan is individualized, there is no universal list of accommodations.

Teams consider:

Evidence of need
Educational best practices
Physician/clinician recommendations
Developmental appropriateness
Schoolwide norms and rules
Feasibility
The student’s self-advocacy skills
And other relevant factors

Section 504 accommodations are NOT intended to:

Enhance educational experience
Maximize academic performance
Guarantee passing grades
Modify instruction, teaching methods, or course requirements
Provide remediation or tutoring
Waive attendance requirements
Increase communication or grade monitoring
Ensure staff compliance with parent/student requests

Will my student have accommodations on AP Exams, the SAT, or ACT?

A Section 504 plan does not automatically qualify a student for accommodations on national standardized tests.
Applications must be made directly to the College Board and ACT for review and approval.

My student has had a 504 plan since elementary/middle school. Will accommodations change in high school?

Possibly. High school expectations shift to become more student-driven, and students are encouraged to self-advocate. High school students attend their own 504 meetings and help shape their plan. Some middle-school accommodations may no longer be appropriate.

How do I change my student’s accommodations?

Any change requires a 504 team meeting and updated supporting documentation.
To schedule a review meeting, please contact the school’s 504 coordinator.

(Note: Replace this section with your school’s local process if desired.)

I don’t think my student’s accommodations are being implemented. Who do I contact?

Contact the appropriate Royal Oaks STEAM Academy 504 representative:

TK–5: Tatiana White – twhite@duarteusd.org
6–8: Fedelia Suleiman – fsuleiman@duarteusd.org

Does a 504 plan excuse student attendance?

No. A Section 504 plan does not excuse attendance. Schools must maintain accurate attendance records. Absences are coded excused or unexcused based on documentation provided.

Can a 504 plan reduce the number of assignments used to assess mastery?

No. Section 504 accommodations provide access—not modifications.
Reducing assignment quantity or altering expectations is considered specially designed instruction, which is only available through an IEP.

Are there accommodations that increase student motivation?

No. While lack of motivation may relate to a disability, Section 504 does not provide accommodations to increase motivation. However, families may seek additional strategies or interventions through the school counselor.

Meetings

How Often Does the 504 Team Meet?

At Royal Oaks STEAM Academy, once a student is found eligible for Section 504, the 504 team meets every year to review the student’s eligibility and accommodation plan.
Every three years, the team completes a full re-evaluation and may request updated documentation such as medical or therapeutic reports.

This process continues until a student exits 504 services or graduates.

Can My Student Attend the Meeting?

Yes! Middle school students are encouraged to take part in their 504 meetings.
This helps them practice self-advocacy skills and gives them an opportunity to share what supports work best for them.

I Want to Make Changes to My Student’s Accommodations. Do We Need a Meeting?

Yes. Any time changes are requested—whether adding, removing, or adjusting accommodations—the 504 team must meet to review updated information and make decisions together.

To schedule a review meeting, please contact the Royal Oaks STEAM Academy 504 Coordinator.

Tatiana White twhite@duarteusd.org | 626-599-5417| Grades TK-5th
Fedelia Suleiman fsuleiman@duarteusd.org | 626- 599-5418| Grades 6th-8th

We're both on ParentSquare as well!

Do I Have to Wait Until the Annual Review to Discuss Concerns?

No. Parents and guardians may request a 504 review meeting at any time if they have concerns related to accessibility or accommodations.
You do not need to wait for the annual meeting.

To request a meeting, please contact the Royal Oaks STEAM Academy 504 Coordinator.

Tatiana White twhite@duarteusd.org | 626-599-5417| Grades TK-5th
Fedelia Suleiman fsuleiman@duarteusd.org | 626- 599-5418| Grades 6th-8th

We're both on ParentSquare as well!

Who Should I Contact About Issues in a Specific Class?

If your concern involves a particular class—such as grades, assignments, or attendance—please reach out directly to the teacher.
A 504 meeting is not required for general course questions unless the issue involves a barrier to access or an accommodation that needs adjustment.

Teacher contact information can be found on the Royal Oaks STEAM Academy website.

504 & College

Does 504 eligibility effect college admission?

No, when students complete their college applications they are not asked to disclose any disabilities or diagnoses. It is up to the individual student if he or she chooses to self-disclose any diagnoses and 504 eligibility to their prospective schools.

Will my student's accommodations continue in college?

Public colleges and universities have their own procedures for identifying and accommodating students with disabilities. They are not required to accommodate students to the level of a public high school. The best way to find out what potential accommodations your student may be eligible to receive is to contact the prospective school or visit their website. Schools usually have a designated office for students with disabilities.

Colleges or universities that do not receive federal funding (private) are not required to provide accommodations to students. The decision to accommodate individuals with disabilities is left up to the individual school. It is important to consider what accommodations, if any, will be provided when reviewing prospective private institutions.

Duarte Referral Form

504 Parent/Guardian Rights and Procedural Safeguards

If your student has a physical or mental impairment that may require accommodations, click the button above to submit the referral information and any supporting documentation.

Please provide any paper or scanned documents to the Royal Oaks STEAM Academy Section 504 team:

TK–5th Grades:
Tatiana White
Email: twhite@duarteusd.org

6th–8th Grades:
Fedelia Suleiman
Email: fsuleiman@duarteusd.org

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