Steps to Developing a 504 Plan or IEP: A Parent’s Guide
We’re continuing our discussion of 504 Plans and IEPs. If you haven’t already, don’t miss the first blog in this series, where we take a deep dive into 504 Plans and IEPs and discuss which students may benefit from each type of plan.
The Evaluation Process
Step 1: Make Your Request
How: Contact your child’s school (usually the special education coordinator, principal, or your child’s teacher) in writing. Email works and creates a paper trail.
What to say: “I am requesting that my child be evaluated for a 504 plan/IEP due to concerns about [specific areas—reading, attention, anxiety, etc.].”
Pro tip: Keep it simple and specific. You don’t need a lengthy explanation; the school will gather detailed information during the evaluation.
Step 2: Review of Referral Request/Parental Consent
Once you or your child’s teacher requests an evaluation, a meeting should take place to determine the need for an evaluation. You and the members of the team will likely look at data to support the need for further evaluations, including but not limited to; response to intervention, report cards, and other teacher made assessments and observations. Once you understand what and how your child will be evaluated you will give the school permission to move forward.
Step 3: Assessment
The school will conduct evaluations in areas of concern. This might include:
- Academic Achievement testing (reading, math, writing)
- Cognitive assessments (IQ, processing speed, working memory)
- Behavioral or emotional screening
- Speech and language evaluation (if relevant)
- Classroom observations
- Review of school records and grades
What to expect: Your child may be pulled out of class for testing sessions. These are low-pressure and designed to understand your child’s strengths and needs, not to “pass” or “fail.”
Your role: Schools often ask parents to complete questionnaires about your child’s behavior at home and developmental history. Be honest and detailed; this information is valuable.
Step 4: Eligibility Meeting
After testing is complete, the school holds an eligibility meeting with the team, including the parent. They’ll review the evaluation results and determine whether your child qualifies for a 504 plan or IEP.
What happens:
- The team presents findings
- You share your observations and concerns
- The team discusses eligibility
- If eligible, planning for the actual IEP or 504 Plan begins
- If eligible: Congratulations! You’ll move to creating the actual plan (next section).
- If not eligible: You can request an independent evaluation, ask for a second opinion, or explore other supports the school offers (like tutoring or counseling).
Timeline Expectations
From request to eligibility decision typically takes 60–90 days, though this varies by state and district. Some schools move faster; some take longer. Don’t hesitate to follow up if you haven’t heard back.
Pro Tips for the Evaluation Process
- Keep organized records: Save emails, test results, report cards, and notes about your concerns. This documentation is invaluable.
- Bring examples: If you notice specific behaviors or challenges, write them down with dates and details.
- Ask questions: You’re part of the team. If you don’t understand something, ask for clarification.
- Request copies: Ask for copies of all evaluations and reports. You’re entitled to them.
Working with the School Team
The school team wants your child to succeed. Remember, you are partners in this process! Tips for productive conversations:
- Start with shared goals: “We both want [child’s name] to be successful. I’ve noticed [specific concern], and I’d like to explore how we can support them.”
- Be specific, not vague: Instead of “My child struggles,” say “My child has trouble with multi-step math problems and often leaves assignments incomplete.”
- Listen actively: Teachers have valuable insights into your child’s classroom behavior and learning patterns.
- Stay calm and collaborative: Even if conversations feel tense, maintain a respectful tone. This sets the stage for ongoing partnership.
What to Bring to Meetings
- A list of your concerns (specific examples are helpful)
- Any outside evaluations or medical diagnoses
- Work samples showing areas of struggle or strength
- Notes on what has and hasn’t worked
- Questions you want answered
- A notebook to take notes
Your Rights During Meetings
- You can bring support: Bring a trusted friend, family member, or advocate
- You can request more time: If you feel rushed, ask to continue the meeting another day
- You can disagree: If you don’t agree with the plan, you can request changes or pursue dispute resolution
- You can ask for everything in writing: Get a copy of any plan or decision
- You can request an interpreter: If English isn’t your first language
After the Plan is in Place/Implementation
Once the plan is approved, the school is legally required to follow it. The document should outline and explain:
- The diagnosed disability
- The present levels of performance (foundation of the IEP)
- Specific accommodations or modifications
- Specific, Tailored, Measurable Annual Goals (IEP only)
- How progress will be measured and how often
- Annual review estimated date
Progress Monitoring
Schools track whether the plan is working. For IEPs, this is formalized through regular progress reports. For 504 plans, monitoring may be less formal, but you can always ask. Questions to ask:
- Is my child making progress toward their goals?
- Are the accommodations being implemented consistently?
- Do we need to adjust anything?
Annual Reviews
Both 504 plans and IEPs require annual reviews to assess progress and make updates. You’ll receive notice of the review meeting and can request changes at any time.
When to Request Changes
You don’t have to wait for the annual review. Request a meeting if:
- Your child isn’t making expected progress
- New concerns emerge
- Accommodations aren’t being implemented
- Your child’s needs have changed
- You notice the plan isn’t helping
Celebrating Progress!
Notice and celebrate your child’s wins, big and small. Did they complete an assignment? Raise their hand in class? Manage their anxiety better? These are victories worth acknowledging. Progress builds confidence and motivation.
You’ve got this! Navigating the evaluation and planning process takes courage and advocacy, but you’re doing something profoundly important for your child. Seeking support is a recognition that every child learns differently, and everyone deserves tools to succeed.
Remember:
- Your concerns are valid. Trust your instincts.
- You know your child best. Your voice matters in every meeting.
- This is a partnership. Schools and families working together create the best outcomes.
- Getting help early works. Research supports early intervention, and your child will benefit.
Next Steps
- Document your concerns (keep notes for 1–2 weeks)
- Contact your child’s teacher, the school’s special education coordinator or principal
- Submit your evaluation request in writing
- Prepare for the process with organized records
- Show up to meetings ready to collaborate
You’re not alone in this journey. Many parents have walked this path and found that having a plan in place transformed their child’s school experience. Your child is lucky to have an advocate like you! The educational specialists at Child and Family Development are here to support parents, families, and caregivers as they navigate the IEP or 504 process. Whether you’re just getting started or have questions along the way, we invite you to schedule a free 15-minute phone consultation to talk through your concerns and learn how we may be able to help.
Want to learn more? Julie Peter, author of this blog, sat down with pediatric neuropsychologist Dr. Gretchen Hunter for a conversation about IEPs and 504 Plans on a recent episode of C&FD’s podcast, More Than Milestones. Tune in and keep the learning going! Listen on Spotify or watch on YouTube.
This guide provides general information about 504 plans and IEPs. Specific procedures, timelines, and regulations vary by state and school district. For questions about your child’s specific situation, consult your school’s special education department or a local educational advocate.
Visit these sites for specific laws, additional info, and resources for parents:
North Carolina Department of Public Instruction – Office of Exceptional Children
North Carolina Department of Public Instruction – Project Child Find Flyer
South Carolina Depart of Education – Office of Special Education Services
Exceptional Children’s Assistance Center
