Student Records (page 4)

By — McGraw-Hill Professional
Updated on Oct 11, 2011

504 Plan

Students with disabilities are eligible for a 504 Plan, which is a planning document based on Section 504 of the Rehabilitation Act of 1973 (with additional protections under the Americans with Disabilities Act of 1990).



  • “Disability” in a 504 Plan refers to a “physical or mental impairment, which substantially limits one or more major life activities.” This may include physical impairments, illnesses, communicable diseases, chronic conditions (such as asthma, allergies, or diabetes), injuries, learning disorders, and communication problems.
  • A 504 Plan includes modifications and accommodations for the delivery of instruction to enable students to perform at the same level as their peers—to level the playing field for them.
  • The Rehabilitation Act and the Americans with Disabilities Act are civil rights laws.
  • Consult with the special education resource teacher or an administrator to review the needs of the 504 Plan students who are assigned to you.
  • Know the background and needs of your 504 Plan students.
  • Develop appropriate education plans for these students, providing for their needs and accommodations.

IEP (Individualized Education Plan)

Students receiving resource services are eligible for assistance through an IEP, which is a planning document used in combination with the classroom teacher’s daily and long-range planning to meet their needs.


  • Students with an IEP have unique needs and goals that must be acknowledged and planned for.
  • The goal of an IEP is to support the student so that he or she will be able to function as effectively as possible in a general education classroom.
  • Students with an IEP are most often placed in a general education classroom. Their instruction involves program modifications together with additional support from the special education resource teacher.
  • Students with an IEP may leave the classroom at a designated time every day to work with a resource teacher.
  • Ask in the school office or check with other teachers to find out how your school district handles IEPs.
  • Review IEPs for students who are assigned to you. Resource and special education teachers or your administrator can answer questions you may have about specific goals in the IEP.
  • Your planning should reflect accommodations to meet the IEP goals.
  • Details of an IEP are typically noted in the teacher’s daily and short-range plans.
  • IEP goals are reviewed every reporting period, and they are adjusted or modified as needed.
  • IEP goals should be shared and discussed at parent conferences along with report cards. Typically a copy of the goals and the student’s progress is sent home with each report card.
  • IEPs are filed in the student’s cumulative record.
  • If more educational support is needed, students may be placed in a special education classroom with both direct and indirect support from special education teachers and support staff.
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