For students · You’re allowed to ask for what you need

Asking for what helps you learn isn’t cheating.

If a health condition, a disability, ADHD, anxiety — anything — makes school harder for you than it should be, you can get accommodations: small changes that give you a fair shot to show what you know. There’s a plan for it (it’s called a 504), you get a say in it, and this page is how to start.

What accommodations can look like

Small changes that make a real difference.

There’s no fixed list — a plan is built around you. Some things students get:

Extra time on tests, or a quieter room to take them in.
Breaks when you need them, or a spot to reset.
Notes or slides ahead of time, or help staying organized.
Seating that works for you, or the ability to move around.
A plan for a health condition — diabetes, allergies, seizures, taking medication at school.
Adjusted deadlines when a flare-up or a hard stretch hits.

What’s true for you

Four things worth knowing.

Asking for help isn’t cheating
Accommodations don’t make things easier — they make things fair, so a disability or health condition isn’t the reason you can’t show what you actually know. Glasses aren’t cheating on an eye test. Same idea.
You get a say in your own plan
It’s your plan. You can be in the meeting and tell us what actually helps you and what doesn’t — you’re the expert on you, and we want to hear it.
It’s private
Only the staff who need to know — so they can do the accommodation — know about your plan. It’s part of your protected school record; classmates aren’t told.
You get the whole school
A 504 is about equal access to everything — classes, clubs, sports, field trips, the same chances as everyone else. It’s not a separate track; it’s the same track with the right supports.

Speaking up for yourself

You don’t need the perfect words. You just need to start.

Learning to ask for what you need is a skill that’ll help you for life — in college, at a job, everywhere. A simple way to say it:

“Something about school is harder for me than it should be, and I think I might need some help. Can we talk about it?”

Say it to a counselor, a teacher you trust, or straight to Elizabeth Rusher. Your family is part of the plan too, but you can be the one who gets it going.

And here’s the real goal: this isn’t about leaning on something forever. Your support is there to help you show what you know while you build the skills to need it less. You’re more capable than you might think — part of growing up is figuring out what you’ve got handled and where you still want a hand — and we’ll help you get there.

How it works

Nothing scary — just a conversation and a plan.

You (or your family, or a teacher) says something feels harder than it should.
A small team looks at what’s going on — you’re part of that team.
If a 504 fits, you build a plan together of the accommodations that help. You can change it later if something isn’t working.

Your person

Elizabeth Rusher — our 504 Coordinator.

She manages 504 plans for students across the district and makes sure you get a fair shot. Reach her, or start with any counselor at your school. (Shawn Brown is the Director who oversees the program.)

erusher@monteschools.org
(360) 249-1233

If what’s making school hard is stress, anxiety, or how you’re feeling, the Calm Corner has quick help, and you can always reach the 988 Suicide & Crisis Lifeline (call or text) any time.

Needing support to learn is normal. Asking for it is smart.

Looking for the full process and family info? See the full Section 504 page →

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Asking for what helps you learn isn’t cheating.

Small changes that make a real difference.

There’s no fixed list — a plan is built around you. Some things students get:

Extra time on tests, or a quieter room to take them in.

Breaks when you need them, or a spot to reset.

Notes or slides ahead of time, or help staying organized.

Seating that works for you, or the ability to move around.

A plan for a health condition — diabetes, allergies, seizures, taking medication at school.

Adjusted deadlines when a flare-up or a hard stretch hits.

Four things worth knowing.

Asking for help isn’t cheating

Accommodations don’t make things easier — they make things fair, so a disability or health condition isn’t the reason you can’t show what you actually know. Glasses aren’t cheating on an eye test. Same idea.

You get a say in your own plan

It’s your plan. You can be in the meeting and tell us what actually helps you and what doesn’t — you’re the expert on you, and we want to hear it.

It’s private

Only the staff who need to know — so they can do the accommodation — know about your plan. It’s part of your protected school record; classmates aren’t told.

You get the whole school

A 504 is about equal access to everything — classes, clubs, sports, field trips, the same chances as everyone else. It’s not a separate track; it’s the same track with the right supports.

You don’t need the perfect words. You just need to start.

Learning to ask for what you need is a skill that’ll help you for life — in college, at a job, everywhere. A simple way to say it:

“Something about school is harder for me than it should be, and I think I might need some help. Can we talk about it?”

Say it to a counselor, a teacher you trust, or straight to Elizabeth Rusher. Your family is part of the plan too, but you can be the one who gets it going.