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How much do 504 jobs pay per year?

As of Jun 4, 2026, the average yearly pay for 504 in the United States is $65,839.00, according to ZipRecruiter salary data. Most workers in this role earn between $52,000.00 and $74,000.00 per year, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as a 504 Coordinator, and why are they important?

To thrive as a 504 Coordinator, you need a background in education or school counseling, knowledge of Section 504 of the Rehabilitation Act, and experience with individualized accommodation plans. Familiarity with student information systems, compliance management tools, and relevant federal or state regulations is essential. Strong communication, organization, and advocacy skills help you work effectively with students, families, and staff. These skills ensure that students with disabilities receive appropriate support and that schools remain compliant with legal requirements.

What are 504 coordinators?

504 coordinators are education professionals responsible for ensuring that students with disabilities receive the accommodations and support they need under Section 504 of the Rehabilitation Act. They work with teachers, parents, and other staff to develop, implement, and monitor 504 plans, which outline the specific accommodations each student requires. The coordinator also helps ensure compliance with federal laws and serves as a resource for both families and school personnel regarding students' rights and services.

What is the difference between 504 vs 503?

Aspect504503
CredentialsTypically requires a high school diploma or equivalent; some roles may need specific certificationsSimilar credential requirements, often requiring a high school diploma and relevant certifications
Work EnvironmentUsually in manufacturing, warehousing, or logistics settingsSimilar environments, often in industrial or distribution centers
Industry UsageCommonly used in transportation, logistics, and manufacturing sectorsWidely used in the same industries, often interchangeably in job listings

Both 504 and 503 roles share similar credentials, work environments, and industry usage. The main difference lies in specific job duties and employer preferences, but they are often considered comparable positions within logistics and manufacturing sectors.

What cities are hiring for 504 jobs? Cities with the most 504 job openings:
What are the most commonly searched types of 504 jobs? The most popular types of 504 jobs are:
What states have the most 504 jobs? States with the most job openings for 504 jobs include:
504 jobs near you

School Psychologist and 504 Student Support Specialist

Spring Lake Park School District 16

Minneapolis, MN • On-site

Full-time

Medical, Dental, Life, Retirement

Posted 29 days ago

Job description

Position Type:
Special Education/Psychologist
Date Posted:
5/7/2026
Location:
Multiple Locations
School Psychologist & 504 Student Support Specialist
About Spring Lake Park Schools:
Welcome to Spring Lake Park Schools! We are a vibrant school community serving about 6,200 students from the suburbs of Blaine, Fridley and Spring Lake Park, in the northern Minneapolis-St. Paul metropolitan area. Our district purpose -- "High expectations, high achievement for all. No excuses" - provides our focus to meet the unique and varied needs of each student.
Spring Lake Park Schools is recognized for our commitment to personalized learning, creating a culture of innovation and creativity through human-centered design thinking. We are working to create a system - a culture with a methodology and set of processes - where teachers and staff have the freedom, flexibility and invitation to design new ways of learning centered around deepening student engagement to continuously improve student success.
Position Overview
The School Psychologist & Section 504 Coordinator is a collaborative member of the student support team, responsible for conducting comprehensive special education evaluations and leading the coordination of Section 504 processes. This role partners with educators, families, and multidisciplinary teams to ensure students receive appropriate supports, equitable access, and high-quality educational experiences.
The successful candidate will be an individual who
firmly believes
  • all students can and will learn, and that their learning can be directly influenced by focusing on factors over which we have control;
  • in the need to work interdependently with teachers, school, and district leaders throughout the system, aligning the work of adults around improving student learning by meeting the needs, interests, and aspirations of students;
  • in the need to work in partnership with staff to continuously improve practices to enhance student and family engagement, creating the conditions for equity, excellence and student success; and
  • in personalizing learning for students, meeting academic, social, and emotional needs and aspirations so that each student feels valued and has a sense of belonging, leading to academic success.

Primary Responsibilities:
Duties of this job include, but are not limited to
Special Education Evaluation & Psychological Services
  • Serve as a member of various school teams, including the pre-referral intervention team, Child Study, etc.
  • Serve as a team member in the evaluation of students to determine eligibility for Special Education services and/or 504 accommodation plans
  • Collaborate effectively as a member of Spring Lake Park's district-wide school psychology team;
  • Facilitate meetings with families and school teams to review student data and give recommendations for interventions and programming;
  • Use knowledge of child development to guide assessment, consultation, and intervention that support students' academic, social, emotional, and behavioral development.
  • Provide direct, short-term solution focused counseling services for students

Section 504 Coordination
  • Collaborate with school teams to ensure compliance with Section 504 of the Rehabilitation Act and applicable federal and state regulations.
  • Coordinate the 504 referral, evaluation, and eligibility determination processes in partnership with school staff.
  • Facilitate 504 team meetings and support teams in making legally sound, student-centered decisions.
  • Support the development, implementation, and monitoring of student 504 Plans.
  • Ensure accommodations and supports are clearly communicated and implemented with fidelity across settings.
  • Maintain accurate and confidential documentation related to 504 processes.
  • Provide guidance and training to staff regarding Section 504 requirements and best practices.
  • Partner with students and families to ensure understanding of rights, procedures, and available supports.
  • Coordinate periodic reviews, reevaluations, and transitions to ensure continuity of services.

Collaboration & Systems Support
  • Work as an active member of building and district student support teams to align services across general education, special education, and intervention systems.
  • Partner with administrators, teachers, and support staff to promote equitable access to instruction and school activities.
  • Assist in resolving concerns or disputes related to evaluation, identification, or accommodation processes.
  • Contribute to a proactive, prevention-oriented approach to student support and well-being.

Experience:
We are seeking a collaborative and student-centered professional with experience conducting comprehensive special education evaluations and coordinating Section 504 processes within a secondary school setting. The ideal candidate has a strong understanding of special education and Section 504 laws and demonstrates the ability to partner effectively with multidisciplinary teams to interpret data, guide eligibility decisions, and develop meaningful supports for students. This individual brings experience facilitating team meetings, supporting the development and implementation of IEPs and 504 Plans, and ensuring accommodations are consistently applied. They are skilled in consulting with educators and working alongside families through complex or sensitive situations, while maintaining accurate documentation and a focus on equitable access. A strong candidate is organized, communicative, and committed to aligning evaluation, intervention, and support systems to meet diverse student needs.
Qualifications:
Successful candidates will
  • effectively collaborate and successfully communicate regularly with school staff and students' families to make educational decisions, using family and community resources to support learning;
  • facilitate positive interactions between students and staff and student and peers;
  • support both classroom and support staff in implementing accommodations and support as written in 504 accommodation plans;
  • use student assessment findings to provide developmentally appropriate accommodations and support to meet student needs; and
  • demonstrate a solid knowledge of section 504 Rehabilitation Act procedures to manage and maintain appropriate files.

Licensing Requirements:
Must have a current Minnesota license in school psychology.
Salary:
Group
Teachers
Position
1.0 FTE Teacher
Rate of Pay
$53,228-$107,781/school year (placement determined based on experience and qualifications)
Benefits
Medical, Dental, Sick Leave, 403(b), Life, LTD, FSA
Other
Salary pro-rated based on start date.
How to Apply:
Applications will be reviewed as received and qualified candidates will be interviewed until the position is filled. Individuals who wish to be considered for this position must apply online at https://www.applitrack.com/district16/onlineapp/default.aspx. Only qualified and appropriately licensed individuals will be considered for an interview.
With any inquiries regarding the position, please contact Cyndi Steinke, Management Assistant for Special Education and Student Services at cstein@district16.org or 763.600.5081.
Spring Lake Park Schools is an equal opportunity employer and will not deny anyone the opportunity for employment because of sex, race, religion, color, creed, national origin, marital status, age, sexual preference, disability, or status with regard to public assistance.

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