What to Expect: The MTSS Process

• Step 1: Concern Identified A teacher, parent, counselor, or staff member notices a student may benefit from additional support.

• Step 2: Team Review The MTSS team reviews information, including strengths, classroom performance, attendance, behavior, and interventions already tried.

• Step 3: Support Plan The team develops strategies or interventions designed to address the student's needs.

  • These interventions are implemented and monitored for 4-6 weeks. 

• Step 4: Follow-Up The team reviews progress and determines whether to continue, adjust, or discontinue supports.

Many Supports Are Available Through an MTSS Intervention Plan

Through classroom practices and our MTSS process, we can often provide and monitor supports such as:

• Incentive plans 

• Teacher check-ins

• Strategic seating arrangements

• Access to academic interventions

• Breaks or movement opportunities, when appropriate

• Support with planning and task completion

• Organizational reminders or tools

When a student is struggling, our first step is often to identify the support needed and determine whether that support can be provided through general education and MTSS.

What to Expect: 504 Evaluation Process

1. Referral

A 504 referral can be made by a parent/guardian, teacher, or other school staff member.

A referral begins the evaluation process. It does not automatically mean a student will receive a 504 Plan.

2. Information Gathering (Typically 3-6 Weeks)

The counselor gathers information about the student's strengths, challenges, and educational needs.

Information may include:

• Parent and teacher input

• Academic performance

• Classroom observations

• Attendance and behavior data

• Medical or outside documentation, when relevant

Because the team wants to make a thoughtful decision, this step often takes several weeks.

3. Eligibility Meeting

Parents and school staff meet to review the information collected and determine eligibility.

The team considers:

• Whether the student has a physical or mental impairment

• Whether the impairment substantially limits a major life activity (such as learning, concentrating, reading, communicating, or regulating emotions)

• Whether accommodations are needed for the student to access school successfully

Having a diagnosis alone does not automatically qualify a student for a 504 Plan.

4. Plan Development or Alternative Supports

If a student is eligible, the team develops a 504 Plan with accommodations tailored to the student's needs.

If a student is not eligible, the team will discuss other ways to provide support, often through MTSS, classroom accommodations, interventions, or other general education supports.

A student does not need a 504 Plan to receive support at school.

What data do we need to determine 504 eligibility?

This depends on the individual student. We look at a variety of information, which may include:

• Academic data and classroom performance

• Medical or psychological diagnosis information (if available)

• Teacher feedback and observations

• Parent input

• Attendance records or behavior data, if relevant
   

The goal is to understand how a student’s disability affects their learning so we can determine whether accommodations are necessary. Determining eligibility is a team effort and requires the team to approve. 

Why does the school sometimes suggest going through MTSS before starting a 504 evaluation?

We use MTSS (Multi-Tiered System of Supports) data and interventions to help us design effective, targeted accommodations for students. This process allows us to identify what supports work best and gather meaningful data about the student’s needs. Because of this, we often recommend giving time for MTSS interventions before moving forward with a 504 evaluation. This ensures that any plan we create is based on real, proven strategies that will benefit the student.

My child is entering middle school. Should I request a 504 evaluation right away, or should I wait?

It depends on your child’s needs. Middle school is a big transition — new routines, teachers, and expectations. We often recommend giving your child some time to adjust before requesting a 504 evaluation. Many students find that the support systems already in place meet their needs, and we can reassess if concerns arise after the first few months.

How is a 504 Plan different from an IEP?

A 504 Plan provides accommodations to help a student access learning but does not change what the student is expected to learn. An IEP (Individualized Education Program) includes specialized instruction and services in addition to accommodations. IEPs are part of Special Education services, while 504 Plans are part of general education.

Can a 504 Plan include academic support classes or tutoring?

No. A 504 Plan provides accommodations (for example: extended test time, preferential seating, or breaks) to remove barriers. It does not provide direct instruction or extra academic classes — those would require different supports.

How often is a 504 Plan reviewed?

We do an informal review of each 504 Plan once every year to make sure accommodations are still meeting the student’s needs. A formal review is done once every three years, with many of those formal reviews taking place in the fall of a student’s 6th grade year. Parents or staff can request a review at any time if concerns arise or if the student’s needs change. 

Will my child automatically get testing accommodations for state or district tests if they have a 504 Plan?

Not necessarily. For a student to receive a testing accommodation on state or district assessments, they must regularly use that accommodation during their schoolwork and classroom tests. If it’s not part of their usual routine, it generally cannot be added just for standardized testing. This ensures that accommodations reflect the student’s actual, ongoing needs.