Central Linn School District is committed to ensuring that all students have equitable access to educational opportunities and school programs.
Section 504 Coordinator – Rod Baney – rod.baney@centrallinn.k12.or.us
What Is Section 504?
Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects individuals with disabilities from discrimination and provides accommodations and supports that allow eligible students to access and participate fully in their education. Section 504 is a federal civil rights law that ensures students with disabilities are not discriminated against and have equal access to education. It protects individuals who:
- Have a physical or mental impairment that substantially limits one or more major life activities
- Have a record of such an impairment
- Are regarded as having such an impairment
Major life activities include (but are not limited to): learning, reading, concentrating, breathing, walking, speaking, seeing, hearing, and performing manual tasks.
Unlike IDEA, Section 504 does not require that a student need specialized instruction—only that they require reasonable accommodations to access and benefit from their education. Students who have a physical or mental impairment that substantially limits one or more major life activities may qualify for accommodations under Section 504. These accommodations are designed to remove barriers to learning and participation while allowing students to access the same educational opportunities available to their peers.
Examples of accommodations may include adjustments to the learning environment, classroom supports, health-related accommodations, accessibility supports, or other services tailored to a student’s individual needs.
Families who believe their child may qualify for Section 504 accommodations or who have questions about the process are encouraged to contact their child’s school or the district’s Section 504 Coordinator. Central Linn values collaboration with families and works closely with students, parents, and staff to develop plans that support student success while promoting independence and meaningful participation in school activities.
Additional information about eligibility, parent rights, procedural safeguards, and the referral process can be found in the resources and forms available through the links on this page.
We recognize that access to education is a civil right, not a privilege. For students who have disabilities that substantially limit one or more major life activities but do not require specially designed instruction under IDEA, we provide individualized support through Section 504 of the Rehabilitation Act of 1973.
Our commitment goes beyond compliance—we honor the dignity, autonomy, and potential of every student.
We also align our approach with Restorative Practices, ensuring that students with disabilities are not disciplined or excluded for behaviors related to their conditions. MTSS structures provide universal supports that reduce the need for reactive measures, and accommodations are designed with engagement and fun in mind—because success includes fun, not just function.
Examples of Qualifying Conditions
Section 504 applies to a wide range of chronic, temporary, or episodic conditions. Students may qualify if they experience:
- ADHD (with or without hyperactivity)
- Generalized Anxiety Disorder (GAD)
- PTSD or trauma-related symptoms
- Depression
- Asthma or allergies
- Diabetes or epilepsy
- Physical impairments (e.g., mobility challenges, vision/hearing loss)
- Recovery from injury or surgery
- Long COVID or other chronic illness
504 Plan Process
The process for determining eligibility and services is collaborative, student-centered, and legally compliant.
It includes:
- Referral: Initiated by a parent, teacher, counselor, or administrator.
- Evaluation: A team reviews multiple data sources (medical records, teacher input, student performance, behavior observations).
- Eligibility Meeting: The 504 Team (including the family) determines whether the student qualifies based on the legal standard.
- Plan Development: If eligible, the team writes a 504 Plan that includes:
- Specific accommodations
- Staff responsibilities
- Monitoring procedures
- Implementation: Teachers and staff receive training and documentation to support the student.
- Annual Review: Plans are reviewed every year—or sooner if requested.
Common 504 Accommodations:
Accommodations are not modifications to content—they are changes to how the student accesses or demonstrates learning, preserving the integrity of grade-level expectations while removing obstacles. Accommodations are adapted to promote access, reduce barriers, and maintain student dignity.
Examples include:
- Extended time on assignments or assessments
- Breaks during live sessions or self-paced work
- Preferential scheduling (morning or afternoon blocks)
- Reduced screen time or alternate formats
- Speech-to-text or screen reader tools
- Modified expectations for participation (e.g., chat instead of verbal response)
- Access to fidget tools, movement breaks, or noise-canceling strategies
- Behavior intervention plans that incorporate restorative practices
- Parent training/support sessions for virtual accommodations at home
Rights of Parents and Guardians
Families play a vital role in 504 processes and are guaranteed the following rights:
- Notification of meetings and eligibility decisions
- Participation in all team decisions
- Access to all records and evaluation data
- Ability to request a review or revise the plan at any time
- Right to file complaints or appeals
We provide interpretation services, remote meeting access, and a trauma-informed approach to all conversations. Our goal is not just procedural compliance—but true partnership with families. We follow federal OCR procedures, but offer additional state-level support. Parents may file complaints through the Oregon Department of Education’s Equity Office.
Complaint and Dispute Resolution
If families disagree with a decision or feel their child’s rights are being violated, they may:
- Contact the school’s 504 Coordinator (the MTSS Team)
- Request a meeting or reevaluation
- File a grievance using the school’s internal procedure
- Submit a complaint to the Office for Civil Rights (OCR), U.S. Department of Education
Alignment with MTSS and Restorative Practices
504 accommodations are not standalone
They are embedded within the broader MTSS structure. At Tier 1, all students benefit from universal design principles, flexible instruction, and trauma-informed teaching. At Tier 2 and 3, students with
504 Plans may receive small-group support, counseling, and coordinated interventions
Disciplinary decisions always take disability into account. When behaviors arise due to a disability, we engage in restorative conversations, not exclusion. Our goal is always to teach, not punish.
Confidentiality and Equity
504 Plans are confidential student records and are only shared with staff on a need-to-know basis. Teachers receive only what they need to provide support—not the student’s full medical history.
We also ensure that accommodations are equitable and culturally responsive. We avoid ableist assumptions, honor student voice, and design supports that affirm each learner’s identity and dignity.