Section 504

Contact Person for Special Education

Cityscape Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access toall Cityscape sponsored activities. The following person has been designated to handle inquiries regarding the non-discrimination policies:


Norma Gomez
Norma Gomez-Fuentes
Section 504 Designee


Christopher J. Rizzuto
SPED Coordinator

What is Section 504?

Section 504 of the Americans with Disabilities Act of 1973 is a federal statute, (anti-discrimination law), which protects the rights of individuals with disabilities to equal opportunity in programs, organizations and activities which receive federal funds.

Section 504 is intended to level the playing field for individuals with disabilities.

When the 504 Committee meets to consider eligibility, the committee will determine if the student in question is eligible for protection under Section 504 by answering two questions:

  • Does the student have an impairment or disability?
  • Does this impairment/disability substantially limit a major life activity?

If the 504 Committee finds that the student meets eligibility criteria, a 504 plan will be developed by the committee to develop supports for the student in the classroom, on assessments, and in the school environment. Any needed behavior support will be considered by the committee. It is important to note that parents are an invited, but not required, member of the 504 Committee. While additional accommodations and supports will be provided to students in Section 504, it should also be noted that students in 504 are not entitled to specially designed instruction of the type that is provided in special education (inclusion or pull-out support from special education staff, ot other related services), but they are included in small group Tier I,II, and III instruction, small group intensive support groups provided in general education, as well as dyslexia intervention as dictated in their 504 plan.

For those students who are having difficulty in the regular classroom, all school districts and open enrollment charter schools must consider tutorial, compensatory, and other academic or behavior support services that are available to all students, including a process based on the Multi-Tiered System of Supports (MTSS). The implementation of MTSS has the potential to have a positive impact on the ability of districts and charter schools to meet the needs of all struggling students.

If a student is experiencing learning difficulties, parents may contact the Special Populations Coordinator listed below to learn about the school’s overall general education referral or screening system for support services. This system links students to a variety of support options, including making a referral for a special education evaluation or for a Section 504 evaluation to determine if the student needs specific aids, accommodations, or services. A parent may request an evaluation for special education or Section 504 services at any time.

Each school district or charter school must have standards and procedures in place for the evaluation and placement of students in the district’s or charter school’s Section 504 program. Districts and charter schools must also implement a system of procedural safeguards that includes notice, an opportunity for a parent or guardian to examine relevant records, an impartial hearing with an opportunity for participation by the parent or guardian and representation by counsel, and a review procedure.

The following websites provide information and resources for students with disabilities and their families.

Legal Framework for the Child-Centered Special Education Process
Partners Resource Network
Special Education Information Center

Special Education Referrals:

If a parent makes a written request for an initial evaluation for special education services to the director of special education services or an administrative employee of the school district or open enrollment charter school, the district or charter school must respond no later than 15 school days after receiving the request. At that time, the district or charter school must give the parent a prior written notice of whether it agrees or refuses to evaluate the student, along with a copy of the Notice of Procedural Safeguards. If the school district or charter school agrees to evaluate the student, it must also give the parent the opportunity to give written consent for the evaluation.

Please note that a request for a special education evaluation may be made verbally and does not need to be in writing. Districts and charter schools must still comply with all federal prior written notice and procedural safeguard requirements and the requirements for identifying, locating, and evaluating children who are suspected of being a child with a disability and in need of special education. However, a verbal request does not require the district or charter school to respond within the 15-school-day timeline.

If the district or charter school decides to evaluate the student, it must complete the student’s initial evaluation and provide the evaluation report no later than 45 school days from the day it receives a parent’s written consent to evaluate the student. However, if the student is absent from school during the evaluation period for three or more school days, the evaluation period will be extended by the number of school days equal to the number of school days that the student is absent.

There is an exception to the 45-school-day timeline. If a district or charter school receives a parent’s consent for the initial evaluation at least 35 but less than 45 school days before the last instructional day of the school year, it must complete the written report and provide a copy of the report to the parent by June 30 of that year. However, if the student is absent from school for three or more days during the evaluation period, the June 30th due date no longer applies. Instead, the general timeline of 45 school days plus extensions for absences of three or more days will apply.

Upon completion of the evaluation, the district or charter school must give the parent a copy of the evaluation report at no cost.

Additional information regarding special education is available from the district or charter school in a companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process.

Texas Project First

Helpful Resources

TEA Section 504

U.S. Department of Education

Region 10

Section 504

Artículo 504

Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools

Guía de recursos de sección 504 para padres y educadores en las escuelas primarias y secundarias públicas