What to do during the meeting

Learn

• Make sure the plan is personalized

  Once the meeting starts, things can move fast. A few key points can help make sure the plan fits your child:

  • Different kids — even kids who have the same condition or diagnosis — can have different strengths and challenges. A child with ADHD who struggles to focus may need different supports than one who is hyperactive and has trouble with self-control.

  • You can advocate for a 504 plan that is tailored to your child’s unique needs.

• Discuss all school settings

  Discuss all of the school settings and situations where your child may need support, such as:

  • Daily classroom work

  • Taking tests

  • Physical education class and specials like art and music

  • Less structured times like lunch, recess, and before and after school

  • School field trips and assemblies

  Be thorough, and work with the school to cover all bases.

• Be specific about each service

  The rules for writing a 504 plan aren’t detailed, so schools have a lot of leeway on what to do. To get the best plan possible:

  • Ask the team to describe in detail what your child will receive.

  • The more specific the 504 plan is, the less chance there is for misunderstanding.

  Here’s an example: If your child’s plan includes assistive technology, the plan should name the technology as well as when and where your child will use it. If your child can use it for regular classroom work but not for taking tests, the plan should say so.

• Ask for a copy of your child’s plan

  When your child’s 504 plan is done, ask the team to send you a copy. Keep it in a safe but convenient place. That way you can look at it during the school year and take it with you to parent-teacher conferences.