What are IEPs and 504 Plans?
If you’ve ever felt like school meetings are spoken in a completely different language, you’re not alone. The world of IEPs and 504 Plans is full of acronyms, rules, and timelines — and it can feel overwhelming to figure out what your child needs, what the school must provide, and how to get the right support in place.
At The Neurodevelopmental Collective (NDC), we help families make sense of these systems. We know you’re not just looking for paperwork and checkboxes — you want to understand how your child can get the right tools to thrive.
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The Difference Between an IEP and a 504 Plan
Both documents are designed to make learning fairer and more accessible. The difference comes down to whether your child needs specialized teaching (IEP) or simply accommodations to access the same teaching (504).
The simplest way to think about it:
An IEP is for when a child needs specialized instruction.
This means their disability is affecting their ability to learn in the general classroom, and they need specially designed teaching to make progress. An IEP includes not just accommodations (like extra time or sensory breaks) but also specific learning goals, services, and ways to measure progress.
A 504 Plan is for when a child can learn in the general classroom but needs accommodations.
This means your child’s disability impacts their school experience, but they don’t need a separate curriculum or specialized instruction — they need changes to how learning is delivered or how they show what they know. Examples: seating near the teacher, extra breaks, reduced homework, or permission to use assistive technology.
Both are legal documents. Both are designed to remove barriers to learning. The main difference is whether your child needs different teaching (IEP) or different access (504).
The IEP Process in California
1
Request an Evaluation
You can make this request in writing at any time. Once the school gets your written request, they have 15 calendar days to send you an assessment plan.
2
Sign and Return the Assessment Plan
Testing doesn’t start until you sign.
3
The School’s Evaluation
Once you give consent, the school has 60 calendar days (excluding major breaks) to complete the evaluation and hold the meeting.
4
Eligibility Meeting
The team (including you) looks at the results and decides if your child qualifies under one of California’s 13 IEP eligibility categories.
5
Writing the Plan
If eligible, the IEP is developed with goals, services, accommodations, and a plan for how progress will be tracked.
6
Review and Update
IEPs are reviewed at least once a year and re-evaluated every three years — but you can request a meeting at any time if you have concerns.
Children can start an IEP as early as age 3, but the evaluation process can begin as early as 2 years, 9 months so services are ready on time. An IEP can continue until age 22 or graduation, whichever comes first. Students can also exit an IEP if they no longer qualify — sometimes moving to a 504 if accommodations are still needed.
The 504 Process in California
504s don’t have as many formal rules and timelines, but the process is similar:
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You or the school can request a meeting.
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The team looks at your child’s needs (this may include some assessments, though not as comprehensive as an IEP evaluation).
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Accommodations are written into a plan and reviewed each year.
504s can usually be put into place more quickly than IEPs.
How School Evaluations Differ From Private Evaluations
A school evaluation answers one main question: Does the child qualify for school services under the law?
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If yes — the school provides only the services related to the educational impact.
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If no — the process stops there, even if there are other concerns.
A private evaluation (like the ones we do at NDC) looks at the whole child — thinking skills, learning style, attention, memory, social and emotional development, behavior, and more. We can make diagnoses, highlight strengths, and recommend supports both inside and outside school. Some families use both: the school evaluation for access to services, and a private evaluation for a deeper understanding of the child as a whole person.
How The Neurodevelopmental Collective Can Help
Why NDC Families Sometimes Choose Private Testing
Families often come to us when:
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They want more detail than the school evaluation provides.
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They need insight into both school needs and life outside of school.
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They disagree with the school’s evaluation.
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They’re seeking guidance about next steps beyond academics (e.g., therapy, coaching, accommodations for activities).
NDC’s Evaluation Navigator Service
Sometimes you already have a school evaluation — but you still feel lost. You’re not sure if the recommendations are the right fit, or you want to know what else might help. Our Evaluation Navigator service is for families who don’t need more testing right now but want:
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An expert to review the evaluation results.
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An explanation in plain language.
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Advice on how to use the findings at school and at home.
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Guidance on placements, supports, and next steps.
Frequently Asked Questions about IEPs and 504 Plans
Sample Letters to Request a School Evaluation (California)
Here’s a caregiver-facing, ready-to-use sample letter for requesting a school evaluation in California — written in plain, confident, and collaborative language so families feel supported when sending it. This sample letter is meant as a guide. Feel free to adapt it with your own details and voice.