Review Mastery Slides Mastering the 504 Review
A High School Counselor’s Guide to Compliance, Testing, and Transitions
Professional Development 45 Minute Session
Today's Roadmap
1
Legal Compliance
Mastering timelines, documentation, and the "Notice of Rights."
2
Modifying Accommodations
Moving beyond "keep it the same"—data-driven decisions.
3
Standardized Testing
Aligning school plans with College Board and ACT requirements.
4
Post-Secondary Bridge
Shifting from entitlement to eligibility and self-advocacy.
The Legal Clock: Timelines
Annual Review
Mandated once a year to verify that accommodations are still necessary and effective.
Three-Year Re-evaluation
A comprehensive check of eligibility. Is the "Substantial Limitation" still present?
Manifestation Determination
Required before any disciplinary change of placement (10+ days of suspension).
Data-Driven Modifications
Add if...
Student is failing despite current plan
New medical diagnosis/documentation
Change in course rigor (e.g., AP Classes)
Evidence of high anxiety in specific settings
Remove if...
Student never utilizes the accommodation
Accommodation is no longer "reasonable"
Interferes with mastery of standards
Self-advocacy goals have been met
Standardized Testing Alignment
College Board ACT
Consistency is Key
Accommodations must be used in school for at least 4 months prior to the request.
The "SSD" Portal
Review meetings should trigger a check of the student's status in the Services for Students with Disabilities portal.
TAA for ACT
ACT requires the specific "Test Accessibility and Accommodations" system. Ensure parent consent forms are signed.
Warning: A 504 plan does NOT guarantee testing accommodations.
The Post-Secondary Bridge
High School (IDEA/504)
Entitlement Model
District identifies the student
Mandated success
College/Work (ADA)
Eligibility Model
Student must self-disclose
Focus on "Access," not success
Counselor Action Item:
Include "Student will contact the college Disability Services Office by July 1st" as a transition goal in 12th-grade reviews.
Case Study 01
Leo: The AP Challenge
Profile: Junior, 4.2 GPA, Diagnosed ADHD.Situation: Leo has never used his "Extended Time" accommodation in standard classes. However, he is struggling with the time constraints of AP Chemistry practice exams. He wants to use accommodations for the SAT and AP exams.
Discussion: How do we document "usage" to satisfy College Board requirements? Can we justify adding a "smaller environment" if it's only for high-stakes testing?
Key Compliance Note:
Modifying a plan purely for standardized tests without classroom implementation is a red flag for auditors.
Case Study 02
Maya: Unexpected Decline
Profile: Sophomore, Generalized Anxiety Disorder.Situation: Maya’s grades dropped from As to Ds this semester. She is missing 1st-period classes frequently due to "morning panic." Her current plan includes "Testing in a quiet room" and "preferential seating."
Discussion: What data points (attendance, nurse visits) do we need? How do we balance "grace" with "mastery of standards"?
Modification Strategy:
Consider "Modified Start Time" or "Pre-arranged breaks" to address the core barrier: morning transition anxiety.
Case Study 03
Sam: Trade School Bound
Profile: Senior, Dysgraphia.Situation: Sam is entering an HVAC apprenticeship program. He has used "Note-taking assistance" and "Speech-to-text" for 4 years. He claims he "won't need that stuff" for fixing furnaces.
Discussion: How do we explain the documentation needs for industry certification exams? How do we frame the 504 plan as a tool for the workplace?
Transition Focus:
Create a "Summary of Performance" even if not legally required by 504, to help Sam navigate future HR requests.
Case Study 04
Jordan: The Transfer Tangle
Profile: Freshman, Out-of-state transfer.Situation: Jordan arrives in October. His 504 plan from his previous school is dated August 2023. It includes "One-on-one paraprofessional support" for behavioral management, which your district does not typically provide under 504.
Discussion: What is the "comparable services" rule? How quickly must we hold a transfer meeting?
Compliance Alert:
Hold an interim meeting immediately. You must implement comparable services while you evaluate if the student's needs fit your district's 504 criteria.
Meeting Wrap-Up Checklist
Notice of Parental Rights distributed?
Team members signed the attendance log?
Testing accommodations portal updated?
Teacher input forms collected/scanned?
Transition goals specific and measurable?
Next review date scheduled in SIS?
Counselor Cheat Sheet Handout 504 Review Checklist
High School Counselor Essential Reference
LEGAL COMPLIANCE: SECTION 504
Student Name
Meeting Date
Compliance Timeline
Annual Review (Within 365 days)
3-Year Eligibility Check (Re-evaluation)
Manifestation Determination (10+ days susp.)
Standardized Testing Check
Must be implemented in class for 4+ months before request.
College Board SSD Portal Updated
ACT TAA Parent Consent Signed
Disability-related "Need" Documented
Essential Documentation
Recent grades and attendance report
Teacher Input Forms (at least 2 core subjects)
Parent/Student Input Form
Updated Medical Documentation (if applicable)
Transition Goal Starters
Self-Advocacy:
"Student will notify teachers of the need for quiet space testing 48 hours in advance..."
College Prep:
"Student will research disability support offices at three target colleges by the end of the term..."
Workplace:
"Student will practice identifying 'reasonable accommodations' for a summer job setting..."
Modification Brainstorming
Use this space to draft proposed changes based on data (e.g., student failing exams but passing homework = move to testing focused accommodations).
The "Golden Rule"
Accommodations must level the playing field, not provide an unfair advantage. If a student is successful without it, document the removal of the service to maintain legal integrity.
Counselor Review Guide v1.1 © 2026 District Education Services
Case Study Workbook Worksheet Review Lab
Case Study Practical Application (Part 1)
Training Module 04
C-45-X
Instructions: For each case study below, analyze the "Current Reality" and propose specific, actionable changes to the 504 plan. Focus on legal compliance, college readiness, and data-driven modification.
Case 01
The "AP" Push (Leo)
Profile: Junior, ADHD. 4.2 GPA.
Problem: Student never uses 50% extra time in gen-ed classes but needs it for SAT/AP. College Board requires proof of daily use.
Your Task:
Draft a modification that allows for testing accommodations while maintaining integrity in the classroom.
Case 02
The Chronic Absences (Maya)
Profile: Sophomore, Anxiety.
Problem: Student is failing 1st and 2nd period due to morning panic attacks. Existing plan (Quiet room for tests) doesn't address the attendance barrier.
Your Task:
Identify one environmental modification and one attendance-related accommodation for the team to consider.
Review Lab
Case Study Practical Application (Part 2)
PAGE 02
Case 03
The Work-Bound Senior (Sam)
Profile: Senior, Dysgraphia. Trades-focused.
Problem: Student refuses to use a laptop for notes anymore because "it's for school stuff." He is going into HVAC training.
Your Task:
Write a "Post-Secondary Transition Goal" that frames his dysgraphia support as a professional tool rather than a school service.
Case 04
The Transfer Trap (Jordan)
Profile: Freshman, Emotional Disturbance. Transfer.
Problem: Previous school provided a full-time aide. Your district does not. The plan expires in 30 days.
Your Task:
List the 3 immediate steps the counselor must take within the first 48 hours of Jordan's enrollment to maintain compliance.
Counselor Participant
Training Facilitator
Date
Facilitator Pacing Guide Facilitator Pacing Guide
504 Review Mastery Training (45 Minutes)
Primary Goal
Standardize the 504 review process to ensure legal compliance and student post-secondary readiness.
Required Materials
Review Mastery Slides, Counselor Cheat Sheet, Case Study Workbook, 504 modification forms.
Key Outcome
Participants will draft one transition goal and one data-based modification during the session.
Time Topic Key Talking Points / Action 00-05 Opening & Legalities Introduce the "Legal Clock." Discuss the 3-year re-evaluation as a "protection" against over-identification and a chance to ensure services are still necessary. 05-15 Data-Based Decisions Challenge counselors to find one accommodation to remove for every one they add. Focus on maintaining a lean, high-integrity plan. 15-25 Testing & Transitions Explain the 4-month rule for College Board. Discuss shifting from "Access" (HS) to "Eligibility" (College) mindset for seniors. 25-40 Workshop Carousel Action: Divide into groups for Workbook scenarios: 1. AP Usage, 2. Attendance/Anxiety, 3. Trade School Prep, 4. Out-of-State Transfer Compliance.40-45 Q&A / Wrap-up Distribute Cheat Sheets. Collect sign-in sheets. Address district-specific software (SIS) procedures for plan finalization.
Discussion Prompt: Testing
"Ask the group: How many times has a parent requested an accommodation in April for a May AP exam? How do we handle the 'No' while maintaining the relationship?"
Case Study Summaries
• Leo: High-flyer needing documentation for SAT/AP.
• Maya: Anxiety leading to chronic morning absences.
• Sam: Transitioning to trade school / refusing tech.
• Jordan: Managing a high-needs transfer plan.
Meeting Minutes Template 504 Review Meeting Minutes
Official Meeting Documentation Template
Form ID: 504-MOD-2026
Student Name
Student ID
Meeting Date
Section I: Team Attendance
Counselor / 504 Coord.
Parent/Guardian
General Ed Teacher
Student (If 14+)
Section II: Data & Progress Review
Summarize teacher input, current grades, and effectiveness of existing accommodations.
Section III: Accommodation Changes
Accommodations to ADD:
Accommodations to REMOVE:
Section IV: Testing & Post-Secondary Goals
Standardized Testing:
No Change
Requested CB/ACT
Not Applicable
Post-Secondary Transition Goal:
By signing above, the parent/guardian acknowledges receipt of the Notice of Procedural Safeguards. A copy of this amended plan will be distributed to all teachers of record within 48 hours. This document serves as the official record of the 504 review committee's decisions and compliance with Section 504 of the Rehabilitation Act.
