504 team outlines district guidebook and rise in Section 504 plans; committee hears possible legal challenge
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Summary
District staff told the school committee that Section 504 coordination has been formalized across schools through a professional learning community and that the district plans to publish family and coordinator guidebooks to standardize processes and documentation.
District staff presented an update on Section 504 coordination at the Mendon‑Upton School Committee meeting on Feb. 24, describing a new professional learning community, planned guidance materials for families and coordinators, and rising 504 caseload trends.
What the committee heard
A staff member leading the district’s 504 work said the district now has 504 coordinators, supplemented by school principals, at each building and that staff have formed a PLC to standardize documentation, checklists and training. The presenter summarized eligibility under Section 504 of the Rehabilitation Act of 1973 as requiring a physical or mental impairment that substantially limits a major life activity in the school setting, with the goal of “level[ing] the playing field” by removing barriers and enabling equal access.
The presenter also contrasted 504 plans with Individualized Education Programs under IDEA: 504 focuses on access and accommodations to prevent discrimination, while IDEA and IEPs provide specially designed instruction when a student’s educational performance is substantially affected. The staff member said the district follows similar timelines to special education practice — for example, striving to respond to referrals within about 10 days and using a 45‑day evaluation window — while noting that 504 processes are not always bound by identical federal regulations.
Rising caseloads and funding implications
Presenters said 504 plans have increased nationally and locally, a trend districts attribute in part to increased recognition of mental‑health needs since the pandemic. Unlike some IDEA services, Section 504 is not separately funded; staff warned that rising 504 caseloads can nonetheless increase district responsibilities, documentation workload and potential costs if accommodations require extra staff or services.
Planned resources and parent guidance
The 504 team is drafting two guidebooks: a family guide that explains eligibility and the process families should expect, and a coordinator version that includes checklists and documentation best practices. Staff said the district plans to post those materials on the website and to network with other districts to share forms and protocols.
Legal context
The presenter told the committee about a national lawsuit, filed by multiple states, seeking to challenge aspects of Section 504 (characterized in the presentation as a suit involving 17 to 19 states). The staff member said the litigation has raised concerns among families about future rights under 504 and urged the community that district practice will continue to focus on protecting student access and civil‑rights obligations regardless of pending litigation.