Every Section 504 plan reaches every teacher, and every test is checked before it starts
Every teacher sees the plan, and every test is checked before it starts.
See one case, screen by screen ↓Section 504 Plan Management runs the Section 504 plan cycle for 504 coordinators, from referral, evaluation and eligibility to the plan, annual review and reevaluation, and confirms that teachers apply each plan. Eight agents draft cited plans, send the plan to new teachers the day a schedule changes, check timers, rooms and seats before every test and follow up when proof is missing. The coordinator approves, and an assistant principal co-signs eligibility and every removal.
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A Section 504 plan is a promise a school district makes to a student with a disability: extra time on tests, a seat near the teacher, a quiet room, a copy of the notes. The 504 coordinator writes it once, and six or seven teachers keep it, or break it, every day. The plan PDF is emailed to the teachers on that day's schedule. Some open it. Nobody checks the learning system's test timer or the seating chart, and when a schedule changes, nobody sends it again.
The district finds out after the harm. A 45-minute test given to a student owed 68 minutes cannot be un-given. A schedule change hands the plan to a teacher who has never seen it and leaves it with one who no longer teaches the student. Families who write in Spanish or Vietnamese get answers in English. And when the Office for Civil Rights asks about one student, the acknowledgments are in email, the evidence is in the learning system and the notes are in a drive.
Estimated split for one student's 504 plan over a school year, by hand and with the solution. By hand, the checks before each test are rarely done at all.
Eight agents draft, route, check and follow up every plan; the coordinator approves and an assistant principal co-signs.
Ava T. is in grade 9 at Marlow Bay High School, one of 171 students there on a Section 504 plan. She has ADHD with test anxiety; her plan, in effect since Oct 12, gives her 1.5 times the time on tests and quizzes. It is Thursday, Oct 22, and her chemistry unit test starts at 10:10 a.m. Here is what happens, screen by screen, in the working solution.
Ava's six accommodations run down the left and her six teachers across the top. Of the 30 cells that apply, 21 are verified, 2 are missing, 6 wait on Priya Fenwick's acknowledgment and 1 could not be checked. A thin line above the grid shows the plan's path, from referral on Sep 8 to reevaluation by Oct 6, 2029, with today marked.
“Waiting for Ms. Fenwick to acknowledge the plan” — the algebra class moved from Tomás Delacroix on Oct 20.
The Evidence agent read §2.1 of Ava's plan, found the period 4 Chemistry Unit 2 test in the learning system and read its timer: 45 minutes, with no accommodation set. It worked out 45 × 1.5 = 67.5, rounded up to 68, and sent Owen Lindqvist a notice. Each step cites the plan section, the evaluation finding and the learning system setting.
The Evidence agent never changes a setting itself. The teacher makes the fix.
Mr. Lindqvist's own view opens on the notice: Ava T.'s Unit 2 test timer is 45 minutes, and her plan needs 68. He clicks Set timer to 68 minutes, and the cell fills on Renée's grid. Below, his nine students on 504 plans and what each needs in his class, with acknowledgment dates and next tests. He never sees a diagnosis or an evaluation.
“Set timer to 68 minutes”
Today's 14 tests with a student on a 504 plan sit period by period. 62 of 63 checks have passed. One fix is left: Malik R.'s Spanish II listening quiz at 11:40 has read-aloud turned off, and Elena Velasco has the notice. The agents' brief also says the Art I seating chart did not answer at 7:40 and will be tried again.
“Mr. Lindqvist set Ava T.'s timer to 68 minutes at 8:19.”
On Tue Oct 20 at 1:52 p.m., Simone Achebe moved Ava's Algebra I from period 3 to period 5. At 2:14 p.m. the Schedule agent sent the plan to Priya Fenwick, started her two-day acknowledgment clock and ended Tomás Delacroix's access. Six schedule changes touched a plan this week, and all six plans were re-routed.
World History notes for Oct 19–21 were not posted, so the Nudge agent asked Naomi Abara directly on Oct 21. It counts school days: Devon L.'s follow-up is on day 4 of 5 and escalates tomorrow. Jordan P.'s U.S. History notes went 6 school days without proof, so the agent escalated to the principal, Dr. Helen Okafor, with the evidence attached.
No blanket emails: the escalation reaches the principal only after five school days.
Jalen M., grade 10, has had type 1 diabetes since 2019. The Eligibility agent answers the three questions of the 504 test from cited sources and flags the ADA Amendments Act rule: the limit is judged without the pump and monitor. Renée proposed eligible at 8:24 a.m., day 11 of the district's 45 school days. Marcus Bell co-signs; the person who proposes cannot.
The Eligibility agent lays the sources against the test. It does not propose or sign.
The Plan agent drafted six accommodations for Jalen from the evaluation and the team's notes: glucose checks anywhere with the monitor app, water, snacks and the restroom without asking, a test rescheduled below 70 or above 250 mg/dL, up to 15 extra minutes after a low, a trained adult on field trips and excused medical absences. Renée approves, edits or rejects each one with a reason.
Ava's mother asks in Spanish whether the plan covers state testing. The Family language agent shows the original beside the English and drafts a reply in Spanish with the English beside it: §3.1 gives Ava 1.5 times the time and a separate room on state assessments, and the testing window opens January 12, 2027. Only the 504 coordinator can send it.
Below 0.90 confidence, or for a meeting, the agent offers a human interpreter.
Every action by a person or an agent since Sep 8 is on the audit trail, with who, what, when, why and the evidence. One click builds the inquiry pack for Sep 4 to Oct 22: 46 records and 212 pages, including family messages in both languages, with 11 other students' names redacted, sealed with SHA-256 and ready for the auditor.
The same plan, seen by the five people who carry it: what their week looked like, and what it looks like now.
Eight agents draft, route, check and follow up every plan; the coordinator approves and an assistant principal co-signs.
Reads each referral, opens the file, sends the notice of rights and the consent form in the family's home language, gathers grades, attendance, the nurse log and teacher input, and starts the 45-school-day evaluation clock.
Lays every source against the three questions of the 504 test (impairment, major life activity, substantially limits), cites each one and flags the ADA Amendments Act rule on mitigating measures.
Drafts the plan from the evaluation and the team's notes, with each accommodation cited to the need it meets, and pre-fills annual review packets a week ahead.
Watches the student information system for section changes, sends the plan to each new teacher the same day, restarts the acknowledgment clock and removes the former teacher's access.
Two hours before each test and at 7 p.m. the evening before, reads the learning system's timers and settings, the testing-room bookings and the seating charts, and records the evidence in each cell.
Asks the one teacher for the one missing proof, counts school days, and escalates to the principal after five, with the evidence attached.
Translates family messages and notices, and drafts replies in the home language with the English beside them, each statement cited to the plan section.
Builds the inquiry pack for one student or a school and a date range, redacts other students and seals it with a hash.
Approve and co-sign. The agents propose; a named person decides.
Ask in plain words, or say what to follow up. Every answer cites its source and opens the screen it talks about.
Which of today's tests are not ready?
Two of 14, from 63 checks: Ava T.'s Chemistry Unit 2 test at 10:10 has a 45-minute timer and her plan needs 68, and Malik R.'s Spanish II quiz at 11:40 has read-aloud off. The teachers have a one-click fix.
Who still has to acknowledge Ava's plan?
One teacher: Priya Fenwick, Algebra I. Ava moved to her period 5 class on Oct 20; the plan reached her at 2:14 p.m. the same day and is due today. Tomás Delacroix, her former teacher, no longer has access. The other five acknowledged between Oct 12 and 14.
Does Ava's plan cover state testing?
Yes. Section 3.1 gives her 1.5× time and a separate setting on state assessments, registered in the state testing portal on Oct 13 for the spring window, which opens January 12, 2027. Her mother asked the same question in Spanish; the reply is drafted and waiting for you.
Build the inquiry pack for Ava T.
Building it for Sep 4 – Oct 22, 2026: plan v1 and signatures, the evaluation (restricted), 6 current and 1 former teacher acknowledgments, delivery evidence test by test, family messages in both languages, the access log and the audit trail. Other students' names are redacted.
13 screens from the working solution, on its sample data. Pick one to see it large.
The rules every plan is checked against are settings. Each change makes a new version and goes on the audit trail; roles, connected systems, privacy and the agents' thresholds sit beside them.
| Setting | Default | Choose from |
|---|---|---|
| Extended time rounding | Round up to the whole minute | Round up to the whole minute · Round to the nearest 5 minutes |
| Check each test before it starts | 2 hours before, and at 7:00 p.m. the evening before | 1 to 4 hours before · evening check on or off |
| Teacher acknowledgment due | 2 school days | 1 to 5 school days |
| Escalate to the principal after | 5 school days | 3 to 10 school days |
| Evaluation completed within | 45 school days of consent | 30 to 60 school days |
| Annual review | Every 12 months | Every 12 months · Every school year by May 31 |
| Reevaluation | Every 3 years | Every 3 years · Every 2 years |
| Keep records after the student leaves | 6 years | 5 years · 6 years · 7 years |
Every figure is labelled: a target the solution is built to, an estimate, a typical published result, or a proven one.
“demo” = seen in the working solution, on its sample district data · “target” = the design goal, measured in the live solution · “estimated” = our estimate · “typical” = published figures (Office for Civil Rights, Protecting Civil Rights: Highlights of Activities 2021–25, on disability complaints; Civil Rights Data Collection on students with 504-only plans; 34 CFR Part 104 on evaluation, placement and procedural safeguards). People, schools and the district named on this page are fictional: characters and sample data in the working solution.
Section 504 Plan Management runs the Section 504 plan cycle for 504 coordinators, from referral, evaluation and eligibility to the plan, annual review and reevaluation, and confirms that teachers apply each plan. Eight agents draft cited plans, send the plan to new teachers the day a schedule changes, check timers, rooms and seats before every test and follow up when proof is missing. The coordinator approves, and an assistant principal co-signs eligibility and every removal.
The Evidence agent reads the learning system's test timers and settings, the testing-room bookings and the seating charts two hours before each test and at 7 p.m. the evening before. When something is wrong, the teacher gets a notice with a one-click fix, such as setting a 45-minute timer to 68 minutes. When proof is missing, the Nudge agent asks that teacher and escalates to the principal after five school days.
The team decides. The Eligibility agent answers the three questions of the 504 test (impairment, major life activity, substantially limits) from cited sources and flags the ADA Amendments Act rule on mitigating measures. The 504 coordinator proposes the decision and an assistant principal co-signs it; the person who proposes cannot co-sign.
The Schedule agent watches the student information system. When a student moves sections, it sends the plan to the new teacher the same day, starts a two-day acknowledgment clock and ends the former teacher's access. A coordinator can undo a re-route with a reason code.
Yes. The Family language agent shows each message in the family's language with the English beside it, and drafts the reply the same way, each statement cited to the plan. Only the 504 coordinator can send it, and below 0.90 confidence, or for a meeting, the agent offers a human interpreter.
Only the students in their own sections, and only the accommodations they need in that class, never a diagnosis or an evaluation. Diagnoses and evaluations are visible to the 504 coordinator, assistant principal, counselor and district coordinator, and every view of a plan is logged.
The Agentic Solution Engine builds and deploys Section 504 Plan Management from your requirements and documents: your rules and clocks, roles and connected systems. It goes live once every quality gate has passed.
Yes. The agents draft, check and ask; they never sign, send to families or change a setting. The coordinator approves every plan and every family reply, an assistant principal co-signs eligibility and every removal, and a human override always needs a reason code.
Every draft IEP read against the rule before the meeting, not a sample after it.
1-min demoSpecial Education Due Process & State ComplaintsChronologies in hours, not weeks, with every allegation tied to the page that proves it.
1-min demoCollege Disability Accommodation ManagementEvery accommodation tied to cited evidence, and like cases decided alike.
1-min demoWe'll run Section 504 Plan Management on a de-identified sample of your own plans and schedules.