MTSS Support Process

MTSS (Multi-Tiered System of Supports) is a proactive, flexible approach designed to help all students succeed, whether or not they qualify for a 504 plan. Here’s how it works:

• Referral to the MTSS Team: Teachers, parents, or staff can refer a student to the MTSS team if additional support is needed.

• Collaborative Planning: The team, which includes parents and school staff, meets to brainstorm strategies, interventions, and classroom accommodations that address the student’s specific academic, behavioral, or social-emotional needs.

• Tailored Interventions: Supports are individualized based on the student’s needs. This could include small group instruction, targeted skill practice, behavioral strategies, organizational supports, or social-emotional coaching.

• Progress Monitoring: The student’s progress is closely monitored to ensure the interventions are effective. Adjustments are made as needed to improve outcomes.

Key Benefit: MTSS allows students to receive meaningful support without a formal 504 plan. It provides flexibility, early intervention, and targeted strategies to help students succeed in real-time classroom settings.

1. Referral

• Can be initiated by a parent, teacher, or other school staff.

• The referral starts the evaluation process.

2. Gathering Information 

Note: *This process usual takes around a month*

• Collects information about the student’s strengths, challenges, and needs.

• May include medical documentation, classroom observations, academic performance, and other assessments.

3. 504 Team Meeting

• A team of parents and school staff reviews the information.

• Considers three eligibility questions:

  • Does the student have a physical or mental disability?

  • Does the disability substantially limit one or more major life activities?

  • Does the student need accommodations to access learning at school?

4. Eligibility and Plan Development

• If eligible, the team develops a 504 plan with accommodations tailored to the student’s learning needs.

• If not eligible, the team will suggest other strategies to support learning.

• Lack of eligibility does not mean the student cannot receive support. Other interventions and informal accommodations can still be provided.

5. Implementation and Review

• Accommodations or interventions are implemented.

• Progress is monitored and the plan is reviewed at least once a year or sooner if needed.

What 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.