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How to conduct a 504 meeting successfully

Published on

Dec 22nd, 2025

Reviewed on

Dec 23rd, 2025

Updated on

Dec 23rd, 2025

Written by

Talkspace

Reviewed by

Laura Magnuson, MA, MS, LAMFT, VP of Clinical Engagement

Knowing how to conduct a 504 meeting is more than just a compliance requirement. These meetings play a crucial role in supporting qualifying students by ensuring they have access to the necessary tools and accommodations to learn, participate, and succeed. When handled efficiently and grounded in clear communication, 504 meetings help implement fair, effective accommodations while reducing confusion and misunderstandings.

Below, we share practical strategies for school districts to help you run productive 504 meetings. This guide goes beyond the basics, offering logistical guidance, communication best practices, real-world examples, and actionable tips to help you facilitate a successful 504 meeting for every student who needs support.

Who must attend the meeting

The first measure of success for a 504 meeting is having the right people in the room. Section 504 of the Rehabilitation Act of 1973 requires that decisions about student services be made by a knowledgeable, educated team that understands the student’s needs, can evaluate data, and is aware of available resources.

At the very minimum, a 504 team should include:

The student’s parent or legal guardian
Your school’s 504 coordinator
At least one general education teacher
A school counselor and/or psychologist
A school administrator who has the authority to approve accommodations

Optional participants might include:

The school nurse
The school psychologist
Various specialists
Depending on age, the student might attend

Who should be included in the meeting depends on several individual factors. For example, if a student has diabetes, it's a good idea to ask the school nurse to share the importance of blood sugar monitoring and how it can affect class time. If the student has ADHD or anxiety, a mental health provider can offer input and recommendations about what types of support would be the most realistic and beneficial for ADHD in the classroom.

To minimize confusion, give attendees a brief overview before the meeting. Include an educational overview that explains the student’s main challenges and other relevant information, highlights the data that will be reviewed, and outlines goals. This promotes collaboration and allows everyone to focus on solutions with no surprises during the meeting.

Preparing before the 504 meeting

Preparation is essential when going into a 504 meeting. Start by gathering important documentation and data, like:

Recent grades and report cards
Assessment results
Attendance records
Teacher feedback and input forms
Health records
Prior 504 or IEP plan documentation
Updated documentation from therapy or medical treatment, if applicable (and with parental consent)

Teachers have the unique opportunity to provide valuable insights into the patterns, habits, strengths, and challenges that a student who qualifies for a 504 regularly displays. Sending pre-meeting questionnaires to parents and 504 meeting checklists to teachers can keep meetings organized and on track.

Pre-meeting questionnaires often include questions like:

When is the student most engaged?
What causes the most stress in students’ days?
What supports have worked in the past?
Which have been the least effective?
Are there any barriers that might be preventing the student from participating in class?

Share your 504 meeting agenda 48 to 72 hours in advance so that families, teachers, and staff have time to review and prepare. Check legal timelines, deadlines, and notification requirements. Each district uses specific forms and schedules for 504 eligibility and renewal. Staying current avoids compliance issues.

Reviewing student data effectively

Data that’s organized visually often has the most impact. Present academic and behavioral data clearly and include charts to show semester performance or graphs to track attendance and assignment completion rates.

Data points that matter and are important to consider include:

Reading scores
Assignment completion rates
Frequency of absences
Health episodes
Behavioral trends
Social interactions
Class participation levels
Assessment performance patterns
Observational notes
Homework submission consistency
Supports and services usage
Response to prior interventions

It’s important to note that not all data tells the same story. For example, a dip in grades might be more reflective of a gap in access than of ability. When interpreting numbers and data, include any impact on access. Keep language evidence-based while empathetic. Center the discussion around barriers to learning, not the student’s character or effort.

Tips on how to separate subjective opinions from evidence-based observations:

Use observable facts: Instead of “They don’t try in class,” try “They completed two of the last five assignments.”
Be consistent with your data sources: Verify patterns across multiple indicators and sources (grades, attendance reports, and teacher notes) to assess where a student is currently, instead of only relying on one teacher's perspective.
Avoid language that assumes a motive: Instead of “They refuse to participate,” try “They often leave their seat and avoid eye contact when called on.”
Summarize instead of interpreting emotions: Instead of “They don’t like attention,” try “They seem anxious before they have to do a presentation.”
Keep the tone neutral in documentation: Instead of “Parents became defensive as we discussed the plan,” try “Parents asked questions about how the plan will be implemented and assessed.”

Identifying the student’s specific needs

Once everyone understands the data, the next step is to clarify the student’s individual needs and understand how challenges impact their ability to function. For instance, if anxiety contributes to panic during class activities or missing presentations, you might reduce performance-based stressors or offer alternative options. Similarly, if the student has a chronic health condition that causes fatigue, flexibility with attendance or assignment deadlines can be beneficial.

It can be helpful to organize insights into four general categories, including:

Academic needs: Does the student struggle with reading, writing, or testing barriers that affect their ability to demonstrate mastery?
Behavioral needs: Some students have difficulty with emotional regulation, impulsiveness, or focus that interferes with their ability to function in the classroom.
Health-related needs: Certain chronic conditions necessitate ongoing medical monitoring, adjusted schedules, and specialized care procedures.
Environmental needs: Physical or sensory aspects of the learning environment that affect focus, comfort, or safety can be addressed through a comprehensive IEP plan.

Guide the conversation with clarifying questions. The team can work together to define each need as thoroughly as possible.

Clarifying questions could include things like:

Can you describe when the difficulties are most obvious?
Do they struggle most during transitions, group work, assessments, or quiet study time?
What do they specifically need to re-engage or refocus?
Are challenges consistent across subjects? Or are they specific to a certain class or environment?
Which strategies have already been tried?
How effective have they been?

During 504 plan meetings, school staff and the student’s families should discuss observed patterns across settings. Assessing how the student behaves during classroom participation, transitions, homework time, and in various assessment conditions helps everyone understand the student’s experience.

"Examining when the student it doing well is beneficial because then you can question how to replicate more of what is happening in that particular environment."
_{- Laura Magnuson, MA, MS, LAMFT, VP of Clinical Engagement}

Developing appropriate accommodations

One main purpose of the meeting is to develop appropriate accommodations for the 504 plan. It’s important that you don’t simply transfer recommendations from old plans. Instead, take a precise, personalized approach that supports addressing a student’s specific condition—what works for one student’s ADHD might not work for another. Always tailor accommodations and avoid generic recommendations.

Examples of appropriate accommodations and modifications based on a student’s physical or mental condition might look like:

For a student with ADHD: Support can include things like chunking assignments, offering movement breaks, or scheduling regular check-ins.
For a student with dyslexia: Accommodations could include text-to-speech software or access to audiobooks.
For students learning to manage anxiety: Options like alternative testing environments, anytime pass privileges, and predictable daily routines can be beneficial.
For a student with a chronic illness: Accommodations may include flexible deadlines, permission to see the school nurse whenever needed, or access to recorded lessons or notes to make up for health-related absences.

Whatever condition is being accommodated, the more specific the recommendation is, the better the results will be. Strong accommodations will read like: “Offer 50% extended time on in-class assessments” vs. “Provide extra time.” The first ensures consistency regardless of which teacher is offering the accommodation, whereas the second can be confusing, inconsistent, and easily misinterpreted.

To keep the plan manageable—for both understanding and implementation—prioritize individualized educational accommodations by order of importance. You should also get in the habit of summarizing why a decision is made and verifying that all team members understand how to implement accommodations consistently.

Discussing behavior and health considerations

It’s common for a 504 meeting agenda to include medical or behavioral concerns that require additional sensitivity. For students with conditions like epilepsy, diabetes, or severe allergies, a 504 plan should also include a separate emergency action plan. Emergency action plan documents outline who should act, when, and how during an episode.

Behavioral conditions and emotional regulation challenges might mean accommodations such as structured breaks, alternative seating arrangements, or periodic check-ins with school counselors. Sometimes, it’s necessary to coordinate with a healthcare provider to ensure that recommendations are appropriate and securely shared to protect patient privacy.

Schools can coordinate with healthcare providers when needed by:

Getting written consent first
Clarifying what information is needed
Relying on the provider’s expertise to refine accommodations
Asking for input in advance
Determining a singular point of contact
Keeping families informed every step of the way

Ensuring clarity and shared understanding in the plan

A common source of frustration at 504 meetings is the occurrence of misunderstandings among participants. As accommodations are agreed upon and drafted, review each one thoroughly and solicit input from every participant. This ensures teachers understand what implementation will look like in the classroom setting. Every accommodation suggestion should be clear and measurable. Reviewing items line by line reaffirms that everyone interprets suggestions the same way.

Tips for clarity:

Use measurable language like “the student will receive copies of notes within 24 hours”
Be specific about frequency and who provides accommodations, like scheduled check-ins with the counselor twice a week
Identify settings like quiet test-taking environments in the resource room during all assessments

Before finalizing plans and accommodations, use the following mini checklist:

Who will offer the accommodation?
When and how often do accommodations occur?
What setting is the accommodation provided in?
How is success monitored and assessed?

Setting expectations for implementation

Another important part of a 504 plan is setting expectations for implementation. This extends beyond simply ensuring the plan is understood. To be effective, accommodations must be used consistently. Every teacher or school staff member who works with a student should have access to the student’s plan and understand their responsibilities to ensure the student's academic success.

In some districts, secure online systems are used to distribute plans. Others rely on internal folders and emails to relay information. However, it’s shared, it’s important to confirm receipt and offer time for questions to be addressed. When necessary, brief training sessions can help teachers and other school staff understand when and how to implement accommodations.

Tips on how to set communication expectations with parents:

Schedule regular progress check-ins
Agree on a preferred method of contact
Clarify response times for questions from parents
Consistently share updates after each major assessment
Notify parents of any concerns promptly
Document all key communications between school, staff members, and parents
Schedule plan reviews at the midpoint of each school year

‍Remember: 504 accommodations must be followed even if there are any major staff changes mid-year.

Documenting the meeting thoroughly

Thorough documentation protects everyone. 504 meeting agendas should capture the following:

Attendance
Roles
The data that was reviewed and discussed
Decisions that were made
Accommodations that were approved
Follow-up steps
Timelines

Written notes should be objective and avoid interpretations or opinions. It can be helpful to document decisions using summary sheets or action logs that clearly outline next steps and identify who should update forms, notify staff, and schedule follow-ups. Copies of meeting notes, plans, and recommendations should be stored securely and in compliance with student privacy requirements.

Planning follow-up and progress reviews

Just because the 504 meeting ends and the paperwork is complete doesn’t mean your job is done. This is a living plan that requires ongoing monitoring and updates as a student’s needs and circumstances grow or change.

Many districts schedule annual reviews, but midyear check-ins can offer deeper, valuable insights. To ensure reviews are as effective and comprehensive as possible, use progress reports or teacher feedback forms to carefully document how each accommodation is being used and whether it’s working as intended.

To confirm the efficacy of supports, look for patterns like:

Improved attendance
Fewer missed assignments
Reduced stress behaviors
Increased independence
More consistent class participation and engagement
Improved grades
Fewer behavioral referrals
Positive feedback from the student about what’s helping them

There are some indications that an early review might be beneficial. For example, a student who experiences a major life event, worsening symptoms, a new diagnosis, or any major academic changes might benefit from an early review.

Keep the lines of communication open between meetings—even a brief five-minute conversation might prevent initial concerns from escalating into pressing needs.

Best practices for communicating between reviews:

Maintain brief monthly parent check-ins
Create and share a progress tracking form
Log weekly observations
Do quick team meetings after any major life events or changes
Offer updates if there are any health changes
Celebrate small successes during every check-in
Periodically revisit communication preferences with families to ensure they still work

Empowering student success through stronger support systems

Knowing how to conduct 504 meetings ensures students get the consistent, compassionate support they need. Talkspace helps schools and staff implement student accommodations in the most effective ways.

Offering educators and support teams access to mental health resources ensures they can follow through on 504 plans and collaborate more effectively. It’s an effective way to ensure everyone on the team understands the importance of a student-centered approach.

Investing in the mental well-being of school faculty and staff fosters a stable, supportive environment that enables students to thrive academically, socially, and emotionally. Request a demo today to learn how Talkspace can help schools just like yours offer therapy for students.

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