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Section 504 Jobs (NOW HIRING)

Esd113

Specialist, Section 504 Programs

Charlotte, NC · On-site

$60 - $80/hr

The Section 504 and Homebound Programs Specialist, under general supervision, performs complex work with limited decision-making discretion providing consultative and compliance support for Section ...

Beaumont ISD

Teacher-504/RTI Coordinator

Beaumont, TX · On-site

$41K - $54K/yr

Coordinates Section 504 plans, annual reviews, conferences, and data reviews for several assigned district campuses. QUALIFICATIONS: Education/Certification: * Valid teaching certificate * Minimum ...

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Section 504 information

What is a Section 504 coordinator?

Section 504 coordinators are professionals in schools or organizations who ensure compliance with Section 504 of the Rehabilitation Act of 1973. Their main role is to oversee the development and implementation of plans that provide accommodations and support for students with disabilities. They coordinate evaluations, facilitate meetings with parents and staff, and make sure that students receive the services they need to access education equally. Additionally, they serve as a resource for staff and families regarding disability rights and school policies. The Section 504 coordinator also monitors and updates plans as needed to reflect students’ changing needs.

What are common challenges Section 504 coordinators face when collaborating with teachers and staff?

Section 504 coordinators often work closely with teachers, counselors, and administrators to ensure students receive appropriate accommodations. A common challenge is ensuring all staff fully understand the nuances of 504 plans and consistently implement them in the classroom. Effective communication and ongoing training are essential to address misconceptions and ensure compliance. Coordinators also frequently balance a caseload of students with varying needs, which requires strong organizational skills and the ability to advocate for resources and support.

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

To thrive as a Section 504 Coordinator, you need a solid understanding of disability law, educational assessment, and compliance procedures, often supported by a background in education or special education. Familiarity with student information systems, compliance tracking tools, and legal documentation is typically required. Strong organizational skills, attention to detail, and effective communication are essential soft skills for coordinating services and collaborating with staff and families. These skills ensure that students receive appropriate accommodations and that schools remain in compliance with federal regulations.

What is the difference between Section 504 vs IEP Coordinator?

AspectSection 504IEP Coordinator
CredentialsMinimal; often a general education or disability services backgroundRequires special education certification or related credentials
Work EnvironmentPublic schools, workplaces, community programsPrimarily in schools, especially in special education departments
PurposeProvides accommodations for students with disabilities under Section 504 of the Rehabilitation ActCoordinates and manages Individualized Education Programs (IEPs) for students with disabilities

Section 504 and IEP Coordinators both serve students with disabilities but differ in scope and credentials. Section 504 offers accommodations under federal law, often requiring less specialized training, while IEP Coordinators develop and oversee tailored educational plans, typically needing specialized certification. Both roles are vital in supporting students' educational needs within schools and related environments.

What does a section 504 coordinator do?

A Section 504 coordinator is responsible for ensuring that students with disabilities receive appropriate accommodations and services under Section 504 of the Rehabilitation Act. They develop, implement, and monitor individual plans, coordinate with staff and families, and ensure compliance with federal regulations to support accessible education environments.
More about Section 504 jobs

What are the most commonly searched types of Section 504 jobs?

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What states have the most Section 504 jobs?

States with the most job openings for Section 504 jobs include:

What are popular job titles for Section 504?

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Section 504 jobs near you
Infographic showing various Section 504 job openings in the United States as of September 2026, with employment types broken down into 100% Full Time. Highlights an 100% In-person job distribution.

Section 504 Facilitator

Virginia Beach, VA • On-site

Virginia Beach City Public Schools
Elementary and Secondary Schools • 10K+ employees
Learn more about Virginia Beach City Public Schoolsexternal

Full-time

Posted 25 days ago

Virginia Beach City Public Schools rating

6.8

Company rating: 6.8 out of 10

Based on 40 frontline employees who took The Breakroom Quiz

319th of 644 rated elementary and secondary schools

Job description

Certified - Position - Student Support Specialist
Job Number 3700273897
Start Date
Open Date 09/04/2026
Closing Date 09/18/2026
GENERAL RESPONSIBILITIES
This instructional position is assigned to the Office of Student Support Services and is responsible for supporting school-based Section 504 staff in aligning services and support for students eligible under Section 504 in accordance with federal laws, regulations, and school division procedures.
ESSENTIAL TASKS
(These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.)
  • Serve as a liaison between assigned school(s) and the Office of Student Support Services.
  • Provide guidance and support to school-based Section 504 staff eligibility determination, evaluation, development of Section 504 plans, and any related processes.
  • Assist the coordinator and school staff in maintaining compliance with applicable local, state, and federal laws, policies, regulations, and procedures governing Section 504.
  • Review Section 504 plans, annual reviews, re-evaluations, and updates to provide support when completing Section 504-related documents, as needed.
  • Prepare and/or review notices for Section 504 meetings.
  • Review and assist with the development of Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs).
  • Support teachers in using assessment data to plan instruction.
  • Provide input regarding evidence-based interventions, accommodations, and/or related services for students with eligible disabilities under Section 504.
  • Assist teachers in the development and implementation of effective classroom management strategies, positive behavioral supports, individual behavioral intervention plans, instructional planning, and classroom organization related to Section 504 services, as needed.
  • Model instructional practices in a variety of settings and provide follow-up support to ensure effective teacher implementation.
  • Provide ongoing professional development and coaching, in collaboration with the coordinator and/or instructional specialist, in support of the strategic framework and the school's plan for continuous improvement and school division initiatives.
  • Conduct and participate in workshops, committees, conferences, and other professional learning activities designed to promote the academic and social-emotional welfare of students.
  • Remain current on federal and state laws, regulations, guidance, and best practices related to Section 504 trends and issues.
  • Perform related work, as required.

KNOWLEDGE, SKILLS AND ABILITIES
Knowledge of the principles and methodologies of effective teaching, curriculum design, instructional programming, Section 504 compliance, and the implementation of accommodations and supports for students eligible under Section 504. Ability to plan, develop, and deliver effective oral presentations; prepare clear, concise, and grammatically correct written communications; and interact effectively with staff, parents, students, and the community. Ability to interpret and apply federal, state, and local laws, regulations, policies, and procedures related to Section 504. Commitment to professional growth through participation in continuing education and in-service training programs. Professionalism demonstrated through collaboration with colleagues, respect for the confidential nature of professional information, accurate and timely completion of reports, and compliance with administrative directives, school guidelines, and School Board policies. Ability to exercise self-control in interactions with the school community. Dependable work habits, including punctuality, regular attendance, effective time management, and the efficient completion of assigned responsibilities.
EDUCATION AND EXPERIENCE
Required: Bachelor's Degree in the applicable field of education from an accredited college or university with five (5) completed years of successful teaching experience or a Master's Degree with related field experience. Must have or be eligible for a teacher license from the Virginia Department of Education.
Preferred: Experience with Section 504 of the Rehabilitation Act of 1973, including interpreting and applying federal and state laws and regulations, instructional accommodations, manifestation determination procedures, and educational programming for students with disabilities.
PHYSICAL REQUIREMENTS
Must have the use of sensory skills to effectively communicate and interact with other employees and the public using the telephone and personal contact as normally defined by the ability to see, read, talk, hear, handle or feel objects and controls. Frequent sitting, walking, standing, bending, grasping, fingering, repetitive motion, and reaching. Occasional stooping and kneeling. Ability to lift up to 20 pounds frequently and up to 50 pounds rarely. Requires timely and regular adherence to established work schedules.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.
SPECIAL REQUIREMENTS
Possession of a valid driver's license
Regular and reliable attendance is an essential function of this position.
Full Time or Part Time? Full Time
Job Posting Link https://resources.finalsite.net/images/v1786123477/vbschoolscom/uuoj1vjmyiofceh1faui/Sect504Facil.pdf
Salary Range: From/To
60,994 - 90,347
FTE 1.000
Start Date 2026-2027 SY

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