23.2% of M-A students have a 504 or IEP/Special Education plan in the 2024-25 school year, a 3.6% increase since 2018-19. This growth mirrors an increase both District-wide and nationally.
The term 504 originates from Section 504 of the Rehabilitation Act of 1973 and refers to plans created to protect students with learning disabilities from discrimination. Schools fulfill these guidelines by providing accommodations that range from extended time on tests to creating quiet alternative testing environments. 504s are enforced by the U.S. Department of Education’s Office of Civil Rights.
The goal of 504 plans is to help students with learning differences have the same opportunity for academic success as their peers. Because the Rehabilitation Act neither explicitly lists the disabilities included nor requires an individualized plan for each student, the qualifying disabilities and criteria for “reasonable” modifications vary. Specific plans are developed to satisfy students, parents, and school administration.
Students may also receive an Individualized Education Program (IEP), which strictly classifies what disabilities qualify for individualized special education services, unlike a 504.
Although each student evaluation is individualized, some districts have standardized procedures for evaluating students in need of a 504. The Department of Education sets some guidelines for evaluations, including that they cannot solely consist of IQ tests and must be administered by trained professionals.
The primary focus of the evaluations is to discover the area of greatest educational need. The evaluations are intended to reflect a student’s abilities and achievements, not their disability. At M-A, a school site committee assembled by the District meets to determine which students receive a 504 plan and to create a written plan for the student.
M-A has two Intervention Counselors who act as 504 coordinators, distributing and monitoring 504 plans. They ensure that students receive the proper support from teachers, counselors, and other staff.
Senior Zoe Gostyla struggled with mono, anxiety, and depression as a sophomore, and struggled to complete her homework on time and finish her tests. “The whole thing made being a student very difficult and caused me to have to study harder than my peers to try to keep up,” Gostyla said.
“Once I got a 504, I definitely still struggled with some aspects of this, but I would say my stress level decreased dramatically. I started learning better because I could take time to absorb the material rather than rushing myself.”
