504 Family Connections
November 2026 š¦
Pflugerville Blue Santa
Who qualifies: Families who live within Pflugerville city limits with children newborn to 14.
What they provide: 4 toys per child, plus stocking stuffers
Apply here: https://pflugervilletx.gov/blue-santa
Registration closes Dec. 4th.
Williamson County Brown Santa
Who qualifies: Williamson County families in need.
What they provide: Holiday assistance (gifts, food, shoes, blankets, space heaters, etc.)
Apply here: https://www.wcbrownsanta.com/need-assistance
Application opens November 1st.
Hill Country Christmas
Who qualifies: Central Texas families in need.
What they provide: Holiday gifts for children.
Apply here: https://www.hillcountrychristmas.org/
Application is currently open until Dec. 4th.
Austin Area Toys for Tots
Who qualifies: Children in need (up to age 12, varies by location).
What they provide: New toys.
Apply here: https://austin-tx.toysfortots.org/local-coordinator-sites/lco-sites/request-toys.aspx
You may also call 2-1-1 if you need assistance to find current information on open programs.
A Section 504 plan is intended to help ensure that an eligible student with a disability has equal access to educational programs and activities. But how can you help make sure your childās accommodations are meeting their needs?
Preparation is one of your most powerful tools. Here are five things you can do before your childās next 504 meeting.
1. Review the Current Plan
Before the meeting, take time to read your childās current Section 504 plan from beginning to end.
Pay attention to:
The accommodations currently listed.
When and where each accommodation should be provided.
Any responsibilities assigned to school staff.
Whether the plan addresses your childās needs across classes, activities, and other relevant school settings.
Ask yourself: Does this plan still reflect my childās needs?
If your childās circumstances, academic demands, or challenges have changed, make a note of what may need further discussion.
Parent tip: Bring a copy of the current plan to the meeting and highlight any accommodations you want to discuss.
2. Identify Whatās Working
It is just as important to recognize successes as it is to address concerns.
Think about the accommodations that seem to be helping your child participate, learn, and demonstrate what they know.
Consider:
Is my child completing more assignments?
Are they participating more confidently in class?
Are they experiencing fewer barriers to learning?
Have teachers shared positive feedback?
Which accommodations does my child say are helpful?
Identifying what works helps the team understand which supports should continue and why they matter.
Parent tip: Write down one or two examples of positive changes you have observed at home or heard about from school.
3. Identify Whatās Not Working
Sometimes an accommodation is not being implemented consistently. In other situations, it may be provided but still may not adequately address the studentās needs.
Before the meeting, think about any ongoing challenges.
Ask yourself:
Is my child still experiencing barriers in the classroom?
Does my child understand how to access their accommodations?
Are the accommodations being provided consistently?
Are there classes, assignments, or situations where the plan seems less effective?
Have my childās needs changed?
Try to identify specific examples rather than relying only on general concerns.
For instance, instead of saying, āMy child never gets enough time,ā you might explain, āMy child reports that extended time was not available on two recent tests. I would like to understand how this accommodation is communicated and implemented.ā
Parent tip: Focus on the concern, its impact on your child, and what you would like the team to explore.
4. Gather Relevant Information
Useful information can help the team better understand your childās needs and make informed decisions.
Depending on your concerns, consider gathering:
Recent report cards, progress reports, or relevant assessment results.
Teacher emails or observations.
Examples of assignments or tests that illustrate a concern.
Your childās observations about what helps or creates barriers.
Relevant medical or professional information, when appropriate.
Notes about patterns in homework, attendance, participation, or school performance.
You do not need to bring every document you have. Focus on information that relates to your childās current needs and the questions you want answered.
Parent tip: Organize your information by topic, such as accommodations, academic progress, communication, or concerns. This makes it easier to refer to during the meeting.
5. Write Down Your Questions
It is easy to forget an important question when a meeting covers several topics. Writing down your questions ahead of time can help you stay focused and leave with a clearer understanding of next steps.
Consider what you want to learn about:
How accommodations are being implemented.
Whether the current plan is meeting your childās needs.
How the school monitors the effectiveness of accommodations.
Who is responsible for providing each accommodation.
What happens when an accommodation is missed.
Whether the team should consider changes to the plan.
You do not need to know all the answers before the meeting. Asking questions is part of the process.
Parent tip: Circle your top three priorities. If time is limited, you will know which concerns you most want the team to address.
Remember: You Are an Important Part of the Team
You know your child in ways that school staff may not. Your observations, questions, and insights can help the team better understand your childās strengths, challenges, and support needs.
You do not have to arrive with every answer. Arrive prepared to share information, ask questions, listen, and work toward solutions.
Your goal is not simply to attend the meeting. It is to help ensure that your child has meaningful access to learning.
What Should I Do If I Have Concerns About My Childās 504 Plan?
Start by reviewing the current plan and identifying your specific concern. Gather relevant examples and contact the appropriate school representative to discuss what you have observed.
During the meeting, ask for clarification about implementation, responsibilities, and possible next steps.
Remember: You do not need to wait until the next scheduled review to raise a concern about your childās needs or the implementation of their plan. Follow your districtās procedures for requesting a meeting or review.
As students mature, they can gradually become more involved in understanding their accommodations and communicating their needs.
Before the meeting, talk with your teen about:
Which accommodations are most helpful.
When accessing accommodations is difficult.
What they would like teachers to understand.
Questions they want the team to answer.
Encourage your student to share their perspective, whether during the meeting or through notes prepared beforehand.
Parent tip: Ask your teen, āIf you could improve one thing about how your accommodations work at school, what would it be?ā
ACCOMMODATION SPOTLIGHT: Preferential Access to Breaks
Sometimes, a short break can make a big difference!
Some students experience difficulty maintaining attention, managing sensory input, or coping with frustration throughout the school day. An accommodation that allows for scheduled or as-needed breaks can give students an opportunity to reset, refocus, and return to learning ready to participate.
Breaks may include a few minutes in a designated quiet space, a movement break, or time away from a challenging task when appropriate.
Questions for Parents to Consider:
Does my child become overwhelmed or fatigued during certain parts of the school day?
Would brief breaks help my child stay engaged and focused?
Does my child know how to appropriately request a break?
Is there a plan for helping my child transition back to learning?
Remember: Accommodations should be individualized to meet each student's needs. During your child's 504 meeting, discuss when breaks may be helpful, how they will be provided, and how the team will determine whether the accommodation is making a difference.
Looking for an inclusive indoor play space where children of all abilities can learn, explore, and have fun? We Rock The Spectrum in North Austin offers a sensory-safe environment designed for children of all ages and abilities. The gym features specialized sensory equipment, swings, a zip line, climbing structures, calming spaces, and activities that support motor development, sensory processing, social skills, and confidence building. It is a welcoming space for all children, including those with autism, ADHD, and other sensory differences.
"We Rock the Spectrum is committed to providing a safe, nurturing, and fun environment to foster learning, exploration and safe sensory experiences. Through our nonprofit My Brother Rocks The Spectrum Foundation, we provide social skills groups and activities for children across the spectrum."
Open Play is available for children of all ages with hourly rates, daily rates, and memberships available. Families should check the current schedule before visiting, as hours may vary due to birthday parties, field trips, and private events.
Whether you're looking for a rainy-day activity, a sensory-friendly play experience, or a place to connect with other families, We Rock the Spectrum provides a fun and inclusive environment where every child can belong.
November 5, 2026 - Parent Connection Night
November 23 - 27, 2026 - Thanksgiving Break (Student/Staff Holiday)
December 21, 2026 - January 4, 2027 Winter Break
January 18, 2027 - Staff and Student Holiday
February 12 and 15, 2027 - Student Holidays
February 27, 2027 - Destination Life Transition Conference
Texas Education Agency ā Section 504
TEA provides Texas-specific information and resources related to Section 504, including guidance and family-focused materials.
U.S. Department of Education ā Section 504
The U.S. Department of Education provides information about Section 504, including frequently asked questions regarding FAPE.
U.S. Department of Education: Section 504 FAPE FAQs
Accommodation Central
Visit Accommodation Central to learn more about how accommodations can be implemented and to explore other supports that may address different academic and functional needs.
CHADD
Children and Adults with Attention-Deficit/Hyperactivity Disorder is a national nonprofit organization dedicated to supporting individuals with ADHD and their families through education, advocacy, and community connections. CHADD offers evidence-based information, parent resources, educational webinars, support groups, and practical strategies to help children and adults with ADHD succeed at home, at school, and in everyday life. https://chadd.org/