2015 Staff Development Day ADHD and Executive Functions Kenneth Lyford Section 504 Program Specialist Student Services August 19 th, 2015

2015 Staff Development Day

ADHD and Executive Functions

Kenneth LyfordSection 504 Program Specialist

Student Services

August 19th, 2015

Lake County Schools

Vision StatementA dynamic, progressive and collaborative learning community embracing change and

diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

Mission StatementThe mission of the Lake County Schools is to provide every student with individual

opportunities to excel.

We Believe:Education is the foundation for everyone’s future.

Education is a lifelong process.All students can learn.

Students should be civic-minded and embrace future roles in the community.Parents/guardians, community, and schools are partners in a student’s education.

Providing a safe, resource-filled learning environment is essential.Students will graduate prepared for work and postsecondary education.

Common Board ConfigurationDate: August 9th 2015

Benchmarks: 21ST Century Skills-Agility and Adaptability

Bell Ringer: Pre-Test/Complete Sentence

Essential Question: What is Attention Deficit Disorder and how does it affect student success.

Common Language: Executive Functions,Hyperactivity, impulsivity, Initiation, Inhibit, planning, shift , Section 504, Eligibility, Mitigating Measures

Objective: To create a better understanding of ADHD and how to help students with ADHD succeed

Agenda: Gradual Release

I DO-Present ADHD and Executive Functions

WE DO- Discuss Accommodations for Students with ADHD.

YOU DO- Small Group activity-Apply

Accommodations to real situations (Section 504).

Summarizing Activity: Applying ADHD accommodations to real situations

Next Steps:Implement strategies learned, with students.

Learning Goals: Participants will better understand Attention Deficit Hyperactivity Disorder and learn strategies to help students succeed.

Bell Ringers:

1- Please Complete ADHD Pre-Test

2 - When Finished, Complete Sentence on the board, write it on a sticky note, and post it on the board.

3 – Think of a student who has been diagnosed with ADHD that you are working with, or have worked with in the past. Write the student’s name on top of form.

ADHD Quiz

True False

ADHD is not a real medical disorder.

False

History of Attention Deficit/Hyperactivity Disorder

1900-1950

Brain Damage Syndrome Defect in moral control Chaotic Family Life Notice similarity to

primates with prefrontal lesions

Symptoms arose in children who suffered with encephalitis and pre-natal damage to the brain

1939-Treatment with amphetamines

In the Beginning

We Just Started to Understand


1950’s Hyperkinetic Syndrome

More specificity in behaviors

1960’s Hyperactive Child Syndrome

Studies start to identify specific areas of the brain affected


1970’s Attention Deficits

Medication Therapies Overlooked by Public

Law 94-142 Adult Hyperactivity



1980’s ADD With and Without Hyperactivity

Becomes ADHD on 1989


1990’s- Present

Medical Evidence

Neuroimaging-PET and MRI Scans indicate reduced activity in frontal regions of the brain

Reduced amounts of Dopamine that affects the Neurotransmitters in the prefrontal cortex

Russell Barkley

http://www.continuingedcourses.net/active/courses/course003.php


Currently

The Picture is Much Better Defined

Attention Deficit/Hyperactivity Disorder (ADHD)

Fails to give close attention to details or makes careless mistakes.

Has difficulty sustaining attention. Does not appear to listen. Struggles to follow through on

instructions. Has difficulty with organization. Avoids or dislikes tasks requiring

sustained mental effort. Loses things. Is easily distracted. Is forgetful in daily activities.

Fidgets with hands or feet or squirms in chair.

Has difficulty remaining seated. Runs about or climbs excessively. Difficulty engaging in activities quietly. Acts as if driven by a motor. Talks excessively. Blurts out answers before questions have

been completed. Difficulty waiting or taking turns. Interrupts or intrudes upon others.

1-ADHD predominantly inattentive presentation:(ADHD-I)

2-ADHD predominantly hyperactive-impulsive presentation: (ADHD-HI)

3-ADHD combined presentation: (ADHD-C)

Severity: Mild, Moderate or Severe

DSM-5 Diagnostic Criteria



2007 by The National Academy of Sciences of the USA

ADHD Quiz

True False

Children get ADHD from bad parenting.

False


Risk Factors Genetics Low Birth Weight Smoking During Pregnancy Alcohol/Drug Exposure During Pregnancy Neurotoxin Exposure (e.g. lead) Infections (e.g. encephalitis)

ADHD Quiz

True False

Children with ADHD only struggle with being still and paying attention.

False


Executive Functioning Since ADHD impacts the part of the brain that controls

Executive Functioning students often struggle with: Inhibit-The ability to resist impulses and stop one’s behavior at

the appropriate time Shift- The ability to make transitions, tolerate change, problem

solve flexibly, and switch attention from one topic to another Emotional Control-The influence of the executive functioning on

the expression and regulation of one’s emotions


Executive Functioning Initiate-The ability to begin a task or activity without being prompted Working Memory-The capacity to hold information in mind to

complete a task, encode and store information, or generate goals Plan/Organize-Components in problem-solving; planning involves

setting a goal and determining the best way to reach that goal, And organization involves bringing order to information, ideas, and to one’s environment

Organization of Materials-The ability to store and arrange items so that they may be easily found

Monitor-The process of checking work, progress and performance to complete a task successfully

ADHD Quiz

True False

Only boys have ADHD.

False


Dancing The ADHD Waltz By Kelly Babcock

Some tricky steps, but when it’s done right, it looks really bad

Do you dance? Do you twirl and spin? Do you love to waltz?

Me? I’m not overly excited about dancing, but I wouldn’t say I dislike it. I appreciate the activity. I bounce with the tempo, absorb the music, and enjoy the social aspect of dancing.

But, as an ADHDer, there is one dance that I abhor, The ADHD Waltz. Yes, the music is good, it’s the music of life. And yes the moves are easy, it’s pretty much a free sort of dance. And okay, yes there is lots of fun to be had. I’m not denying any of these things. But I still hate it.

What’s the ADHD Waltz? Although the steps vary, a typical early

morning ADHD waltz could go like this: Get out of bed Go to the kitchen Empty the coffee filter into the compost

bucket Take the compost bucket to the back door Go back to the bedroom for pants Go to the laundry room for pants Go to the living room and find pants in the

laundry basket of unfolded laundry Start folding the laundry, begin with the

towels Take the towels to the bathroom and place

them on the sink Open the bathroom closet door Get out a new tube of toothpaste Fold up the box that the toothpaste came in


Take it to the kitchen and put it in the recycling Catch site of the coffee maker and wonder why

there’s no coffee made Remember that you were emptying the compost

bucket Go to the back door Wonder why you’re not wearing pants Go to the bedroom to get pants Remember the laundry and head back towards

the living room Stop at the washroom, put away the towels Put out clean towels and gather dirty ones for

laundry Take dirty laundry to the laundry room Go to kitchen for coffee, discover, again, that

none has been made Remember pants and laundry and compost Return finally to the living room Put on pants with determination Pat yourself on back for accomplishing the

donning of pants Celebrate by going to kitchen for coffee

Shake head and go empty compost Remember laundry Fold laundry and carry it to bedroom Find compost bucket on dresser Shake head Return laundry basket to bathroom closet Find coffee pot in bathroom Shake head Return compost bucket and coffee pot to

kitchen Give up and go to coffee shop on corner,

checking first to be sure you’re wearing pants There are of course, many variations, too

many to be able to learn all of them, or any of them really. The dance that includes making breakfast is one with so many variations it could be considered an entire genre on its own.

So there’s your introduction to the ball, I sincerely hope your dance card doesn’t fill up too quickly. One two three, one two three, one two three, one.


Statistics According to the 2012 statistics from the Center for Disease Control

Number of children 3-17 years of age ever diagnosed with ADHD: 5.2 million-8.4% of Population

12 Percent of boys 3-17 years of age are diagnosed with ADHD 4.7 percent of girls 3-17 years of age are diagnosed with ADHD Prevalence of parent-reported ADHD diagnosis varied substantially by

state, from a low of 5.6% in Nevada to a high of 15.6% in North Carolina. (Only 1.2% of children in Nevada take medication compared to 9.4% in North Carolina)

According to parent surveys 66.3% of children who are diagnosed take medication for the disorder


CharacteristicPercent of children 1997–1999 2000–2002 2003–2005 2009–2011

Age5–17 years 6.5 7.5 7.6 9.6

5–9 years 4.8 5.2 5.6 6.3

10–17 years 7.6 9.0 8.9 11.7

Sex

Male 9.6 10.8 10.7 13.1

Female 3.2 4.2 4.4 5.9

Race

White 7.1 8.1 7.8 9.8

Black or African American only 5.0 7.0 7.7 10.8

American Indian or Alaska Native only

8.5 9.4 7.5

Asian 1.7 1.6 1.8

2 or more races 7.4 9.7 10.7

Hispanic origin and race

Hispanic or Latino 3.6 4.2 4.6 5.6

Not Hispanic or Latino 7.0 8.2 8.3 10.7

White only 7.7 9.0 8.8 11.3

Black or African American only. 5.0 6.8 7.5 11.1

The Department of Health and Human Services-2012 Health ReportBased on household interviews of a sample of the civilian non-institutionalized population


CharacteristicPercent of children 1997–1999 2000–2002 2003–2005 2009–2011

Percent of poverty level 5

Below 100% 7.2 8.2 8.4 12.5

100%–199% 6.7 7.5 7.8 9.7

200%–399% 6.2 7.7 7.8 8.6

400% or more 6.1 7.1 6.9 8.3

Health insurance status at the time of interview

Insured 6.7 7.8 7.8 9.9

Private 5.9 7.0 7.0 8.1

Medicaid 10.5 10.7 10.3 13.1

Uninsured 4.8 5.4 6.1 5.8

The Department of Health and Human Services-2012 Health ReportBased on household interviews of a sample of the civilian non-institutionalized population

Lake County Schools-41,564 students x .09 = 3740 students

ADHD Quiz

True False

ADHD is not associated with other conditions

False


People with ADHD are often diagnosed with other disorders such as:

Learning Disability Conduct Disorder Oppositional Defiant

Disorder Anxiety Disorder Depression Personality Disorders

People with ADHD often struggle with:

Academic Performance Peer Relationships Risk of Injuries Employment Substance Abuse Motor Vehicle Crashes Drinking and Driving Traffic Violations Sexually Transmitted

Disease Teen Pregnancies Child Abuse Multiple Foster Placements

Co-morbid Conditions and Concerns


StatisticsChildren Diagnosed with ADHD-(about 9%)

4 % of population have ADHD with Learning Disability 5 % of population have ADHD without Learning Disability

Students who were more likely to be diagnosed ADHD Children 10-17 Children receiving Medicaid Students who are Learning Disabled

ADHD Quiz

True False

ADHD isn’t that big of a deal.

False


Comparisons to General Population

Condition General Population ADHD Population

Peer Problems 7.3 % 21.1%

Problems w/Friendships

2.0% 20.6%

Non-Fatal Injuries 2.5% 4.5%

Major Injuries 49% 59%

Hospital Impatient 33% 41%

Hospital Outpatient 33% 41%

ER Admission 74% 81%

Young drivers with AD/HD are 2 to 4 times more likely to have traffic accidents,3 times as likely to have injuries, 4 times more likely to be at fault, and 6 to 8times more likely to have their licenses suspended.Based on Parent surveys conducted in 2007 by the Center for Disease Control

ADHD Quiz

True False

ADHD can be treated with herbs and vitamins

False


Treatment

Medical

Stimulants: Non Stimulants:

• Concerta• Adderall• Focalin• Dexedrine• Ritalin • Generic Brands

• Strattera• Intuniv• Kapvay• Catapres• Tenex

Leaves system quickly and can be taken intermittently

For many of these the level of this medicine must stay consistent so usage must be sustained and raised and lowered slowly.


Negative changes in mood or behavior, including suicidal thoughts or actions.

Decreased appetite and weight

Stomach upset

Headaches

Insomnia

Raised blood pressure

Tics

Rarely caused psychosis

Decrease physical growth of children who take it, that tends to be uncommon and only amounts to a decrease of ½ to 1 inch in children who do experience that side effect.

When taken in excess or snorted, stimulants that treat ADHD can produce euphoria and result in addiction. Stimulant abuse has increased over the past four years, in apparent parallel to the decrease in teens of perceived risk of abusing these substances.

Drowsiness and tiredness High blood pressure Drop in blood pressure to the point of causing dizziness

and palpitations or decrease the heart rate. Decreased appetite Headache Stomach upset Nausea, dry mouth, constipation, and irritability. While

other mood changes, including suicidal thoughts Dry mouth Insomnia Constipation

Stimulant Non-Stimulant Medications

Side Effects From Medication

ADHD Quiz

True False

Medication cures ADHD

False


TreatmentMedical

Stimulants: Non Stimulants:

• Concerta• Adderall• Focalin• Dexedrine• Ritalin • Generic Brands

• Strattera• Intuniv• Kapvay• Catapres• Tenex

Leaves system quickly and can be taken intermittently

For many of these the level of this medicine must stay consistent so usage must be sustained and raised and lowered slowly.

Non-Medical

•Individual and group counseling•Behavior Therapy •Physical Activity-Two recent studies show a reduction in severity of symptoms

ADHD Quiz

True False

Children who are given special accommodations because of their ADHD are getting an unfair advantage.

False


ADHD in the School Setting Section 504 of the Rehabilitation Act of 1973

“No otherwise qualified individual with a disability in the United States as defined in section 706(8), shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance….-29 United States Code (U.S.C.) section 794

As applied to schools, Section 504 broadly prohibits the denial of public education participation, or enjoyment of the benefits offered by public school programs because of a student’s disability. The law recognizes that equal treatment and services may not be sufficient to convey equal benefit. For nondiscrimination to occur, the school must provide services that level the playing field so that Section 504 eligible students have equal participation and opportunity for benefit.

The United States Department of Education (USDE), Office of Civil Rights (OCR) provides compliance oversight for Section 504.

Americans with Disabilities Act Amendments Act (ADAAA)-2008 1. Eligibility Language Favors Broad Coverage2. Expanded list of Major Life Activities3. Adresses impairments that are episodic or in remission4. States that mitigating measures have no bearing in determining whether a disability qualifies

under the law.5. Creates a lower standard for “substantial limitation”

1. Duty to refer-encouraged to look at students who are in RTI/MTSS or have IHCP


ADHD in the School Setting Section 504 of the Rehabilitation Act of 1973

Section 504 addresses physical or mental impairment that substantially limits one or more major life activities

Before ADAAA-2008 Caring for Oneself, Walking, Seeing, Hearing, Speaking,

Breathing, Learning, Working, Performing manual tasks. After ADAAA-2008

All previous conditions plus Eating, Standing, Lifting, Bending, Reading, Concentrating, Thinking, Sleeping.

Mitigating factoring are no longer considered in determining eligibility. Students can be found eligible but not need a plan.


Section 504 and Exceptional Student Education All students with disabilities, must be

provided a Free and Appropriate Public Education (FAPE) provided in the Least Restrictive Environment (LRE)

We also have a child find obligation to identify and appropriately serve students with ADHD

Section 504 Accommodations

LRE Ladder


ADHD and Exceptional Student Education Accommodations in the classroom are appropriate for most

students with ADHD but depending on severity and comorbid conditions we may need to look at a greater level of service Specific Learning DisabilityEmotional Behavioral DisabilityOther Health Impairment

Band Aid when Surgery is Needed ADAAA (2008) and RtI/MTSS


Executive Functions


ADHD in the School Setting Executive Functioning

Inhibit-The ability to resist impulses and stop one’s behavior at the appropriate time

Shift- The ability to make transitions, tolerate change, problem solve flexibly, and switch attention from one topic to another

Emotional Control-The influence of the executive Functioning on the expression and regulation of one’s emotions

Initiate-The ability to begin a task or activity without being prompted Working Memory-The capacity to hold information in mind to

complete a task, encode and store information, or generate goals Plan/Organize-Components in problem-solving; planning involves

setting a goal and determining the best way to reach that goal, And organization involves bringing order to information, ideas, and to one’s environment

Organization of Materials-The ability to store and arrange items so that they may be easily found

Monitor-The process of checking work, progress and performance to complete a task successfully


Accommodations: Inhibit-The ability to resist impulses and stop one’s

behavior at the appropriate time Provide explicit, extensive and/or clear set of rules and

expectations Decrease the amount of auditory and visual distractions Assign a peer mentor or older age student who can explain that

appropriate social behaviors can be an effective way of increasing social success

Develop a small group with well controlled peers acting as models Provide guided observations of peer interactions. Teachers may

meet with student briefly at the onset on an activity to discuss how others are behaving.

Reduce the amount of time in unstructured activities to maintain appropriate behavior. This time can be used to discuss successes in the areas of difficulties before returning to activity.

Give frequent redirection and close proximity to the teacherReduced homework assignments-have less items for each skill


Accommodations: Shift- The ability to make transitions, tolerate

change, problem solve flexibly, and switch attention from one topic to another

Help student develop consistent routines with a set of sub routines. Move to alternative routines as student is ready

Present the student with one task at a time and establish routine to move to next task

Have student work with two or three familiar tasks and rotate those tasks to build skills when shifting

Provide two minute warning before shifting of activities Provide an external prompt when shifting to new activity Use timer to let student know that it is time to shift to

another activity Set a procedure for when the routine changes


Accommodations: Emotional Control-The influence of the executive functioning

on the expression and regulation of one’s emotions Difficulties with emotional control can be one expression of

disinhibition (use inhibit strategies) Students in nonthreatening settings have better emotional

control (Use shift strategies) Help student process what happened when emotional control

was lost Practice delay response techniques (counting, breathing…) Teach student a metaphor (thermometer, speedometer...) to

help student monitor the appropriate response to a situation. “Strike when the iron is cold” Talk about an incident after the

situation has cooled down. Teach feeling vocabulary so that student can better

understand and process through a situation Provide coping techniques such as relaxation and stress relief

exercises


Accommodations: Initiate-The ability to begin a task or activity without

being prompted Build routines and sequences of steps Provide external prompts- can be verbal or non-verbal cues set

up at an earlier time. Use a timer-only if this doesn’t create anxiety Work with a peer that will help student stay on track Many children with initiation difficulties are viewed as

“unmotivated” It is important to frame as problem of initiation difficulty and not lack of motivation

Help increase energy by having student do a physical activity Provide examples of what is expected Be aware that initiating a task that is motivating is easier than

that of an unmotivating task Provide “to-do” lists on paper or index cards Remember that we want to teach the student to self initiate and

not to rely on all external accommodations


Accommodations: Working Memory-The capacity to hold information in mind to

complete a task, encode and store information, or generate goals Provide a framework of what is going to be taught in the lesson Gain eye contact when giving instructions-this cues the child he needs to listen

carefully Provide extra processing time or time to rehearse what is being learned Break assignments into smaller chunks Change tasks more frequently. Helps restore focus Provide more frequent breaks (run an errand, sharpen a pencil…) Have teacher check-ins, have teacher check work more frequently to provide

break and help student maintain focus Stay away from long tedious or monotonous tasks Students with ADHD often have retrieval difficulties. They may know material, but

will need prompts to help retrieve the information. Example: Open ended question followed by follow-up questions

Provide computer aided instruction-Can be more stimulating Be aware of what time the student works best-mornings tend to be better Use multimodal teaching techniques Teach student self talk techniques-start with student repeating steps of task to

instructor Provide “To-Do” list or check off sheet


Accommodations: Plan/Organize-Components in problem-solving; planning involves setting

a goal and determining the best way to reach that goal, And organization involves bringing order to information, ideas, and to one’s environment

Provide an external structure and fade as the student learns to plan for self Provide a binder or “cookbook” of steps for common routine Develop a plan for the day, week, month, year In the morning discuss the plan for the day Help students set a goal Have student verbalize his plan of action Practice by planning a few steps, then increasing the number of steps Practice with familiar everyday tasks Develop time-lines for completion


Accommodations: Organization of Materials-The ability to store and arrange items so

that they may be easily found Help student create an organizational system that is comfortable and

flexible enough to use for all classes One binder with all materials needed for the day Use of a planner or schedule book

Provide extra organizational time at beginning or end of time so student can check through materials without falling behind

Provide a study hall to help student keep up with work Provide a separate set of books for home Break complex and long term assignments into smaller chunks and help

student develop a time-line for completion Have student work in small group with more organized peers Help student understand the structure of the lesson

Provide bulleted or outlined format Highlight the major points prior to lesson

Provide contact information of person, website or phone number so student has a way to retrieve forgotten information

Have teacher check and initial binder at end of class to make sure assignments are written down


Accommodations: Monitor-The process of checking work, progress and performance to

complete a task successfully Provide opportunities for the student to self monitor his task

performance and social behavior-use subtle cues if necessary Set goals and reward for accuracy as opposed to speed Have student predict how well the task will be done and then help

compare the prediction with actual performance Have student talk through the a performed task-enables student to

identify errors and successes Provide social skill group Provide constructive feedback to increase awareness of strengths

and weaknesses

Break Time

Overview

Section 504

Legislation

1973Section 504 of the Rehabilitation Rights

"No otherwise qualified person with a disability in the United States...shall, solely by reason of his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or

activity receiving Federal financial assistance…"

Legislation

1990Americans with Disabilities Act

The Americans with Disabilities Act (ADA) prohibits discrimination against individuals with disabilities and extends this prohibition to the full range of state and local government services, programs, or activities regardless of

whether they receive federal assistance

Legislation

2008Americans with Disabilities Act Amendments Act

(ADAAA)Broadened the definition of disability and what constitutes a

“Major Life Activity”caring for one's self

performing manual tasks

walking seeing hearing

speaking breathing learning working reading

concentrating thinking interacting with others

communicating

sleeping

eating lifting bending sitting reaching

and maintaining major bodily functions such as digestive, bowel, bladder or immune system, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions

(Back)

District Obligations to Comply with Section 504

Under Section 504 of the Rehabilitation Rights of 1973 and the Americans with Disabilities Act

Amendments Act of 2008 school districts have the obligation to:


Conduct Appropriate “Child Find” and Initial Evaluations

Three Types of Evaluations Executive Functions

Other Mental Health Issues Medical or Physical

(Can be ongoing or temporary)


Three Types of Evaluations Executive Functions- School Psychologist and Social Worker complete

evaluation that include behavior rating scales, social history and observations

Other Mental Health Issues – Information from private provider is reviewed. Further evaluations can be completed by School Psychologist and Social Worker if needed.

Medical or Physical – with the assistance of a district nurses, medical records are gathered. The review of medical and academic records at the eligibility meeting is considered the evaluation


EligibilityA student is found eligible when the Section 504 team determines that the student has a physical or mental impairment which substantially limits one or more major life activities

Physical or mental impairments Temporary impairments Episodic or impairments in remission Impairments affecting major bodily functions

The determination of whether an impairment substantially limits a major life activity shall be made without regard to the ameliorative effects of mitigating measures such as:

Major Life Activities

caring for one's self performing manual tasks

hearing sitting concentrating

speaking breathing sleeping working reading

walking bending reaching communicating learning

eating lifting seeing thinking interacting with others

and maintaining major bodily functions such as digestive, bowel, bladder or immune system, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions

Major Life Activities: (list is not exhaustive)

Mitigating MeasuresPositive effects of mitigating measures may not be considered when determining student eligibility

Medication medical supplies Equipment or appliances

Low-vision devices (which do not include ordinary eyeglasses or contact lenses)

Prosthetics including limbs and devices

Hearing aids and cochlear implants or other implantable hearing devices

Mobility devices Oxygen therapy equipment and supplies;


Provide eligible students with a Free and Appropriate Education (FAPE) through the provision of a Section

504 plan to meet the individual educational needs of eligible students as adequately as the needs of

nondisabled students are met.

The Section 504 Plan


The Section 504 PlanIf the Section 504 team determines if there is an impact in the education setting a Section 504 Plan in created.

Components of a Section 504 Plan Services and accommodations must address the student’s identified

disability to provide equal opportunity/access to activities available to the student’s nondisabled peers. - “Level the playing field”

The plan should indicate how, where, and by whom the services and accommodations will be provided.

IMPORTANT!!!

By law, all accommodations documented on the plan MUST be provided.


The Section 504 Plan

Components of a Section 504 Plan The plan includes services and accommodations for the school

building, classroom, or transportation; administrative adjustments; academic and instructional accommodations; and/or behavioral intervention and testing accommodations.

The plan may include self-management of health conditions in the school setting or school-sponsored activities.

Develop a monitoring system and assign responsibilities for implementation.


Provide periodic reevaluations of students with disabilities

Every three years eligibility is re-determine based on a review of relevant data.

Documents are gathered that pertain to the student’s disability, academic performance, and behavioral and

social, emotional status. Eligibility is maintained if a “major life activity” is still

significantly limited


Provide education to students with disabilities in the least restrictive environment (LRE)

Students Eligible for Section 504 are provided accommodations in the regular educational setting.

When a greater level of services is needed which results in a change of placement, further evaluation is required. This can require RtI/MTSS. Example: Physical disability, ADHD, Seizure Disorder


Provide students with disabilities equal access to nonacademic and/or extracurricular services

Determine if modification is necessary

If so, does the modification result in a fundamental alteration of the nature of the activity? A fundamental alteration would alter the essential aspect of the game. Example;

adding an extra base in baseball or does the modification provide the person with a disability an advantage.

If not, schools must allow the modification (aids or services) and student would participate Examples of Modifications:

Providing a visual cue to a student with a hearing impairment at the same time as a pistol sound at a track meet.

Letting a student with diabetes check glucose and administer insulin during an after-school activity.

Providing supervision in a locker room so the person with a disability isn’t bullied


Establish and implement a system of procedural safeguards regarding the identification, evaluation, placement, or provision of FAPE to a student

Parents have the right to be informed Appropriate education needs to be designed to meet the student’s

educational needs Free educational services, To the maximum extent appropriate, a child has the right to be

educated with children who are not disabled. The School District must undertake an evaluation of the child prior to

determining his or her appropriate educational placement or program of services.


Establish and implement a system of procedural safeguards regarding the identification, evaluation, placement, or provision of FAPE to a student

If formal assessment instruments are used as part of an evaluation, procedures used to administer assessments and other instruments must comply with the requirements of §504.

Decisions regarding the child must be made by a group of persons who is knowledgeable about the child, the meaning of the evaluation data, possible placement options,

Has a right to periodic evaluations – Every three years (Could be more frequent)

The parent has the right to be notified by the District prior to any action regarding the identification, evaluation, or placement of your child.

Parents have the right to examine relevant documents and records regarding your child

Parent has right for due process


Ensure behavior in question is not a manifestation of a student’s disability during disciplinary proceeding

Examples: A student getting in trouble for overactive behavior after

taking asthma medication A student with ADHD getting in trouble for impulsive behavior A student who gets in trouble for being late due to a physical

disabilityNote: Students with disabilities cannot be suspended for more

than 10 daysConsidered a change of placement


Other Impairments that are Covered by Section 504

Temporary Impairments Less than Six Months – Plan is written with end date and

automatically closes Episodic Impairments

Sickle cell anemia, Arthritis… Impairments in Remission

Cancer


Eligible No Plan Student has impairment where a “major life activity” is significantly

limited, but there is no impact to the education setting Mitigating measure is effective Student is self monitoring the condition effectively

Dismissal from Section 504 No longer an impairment where a “major life activity” is significantly

limited Eligible for and Exceptional Student Education (ESE) program

Examples: Other Health Impaired Specific Learning Disabilities Emotional/Behavioral Disorder

Section 504

Questions

Contact Information: Kenneth Lyford Student Services Department 352-742-6920 [email protected]


Richard Branson Paul Orfalea, Founder of

Kinko's, David Neeleman,

Founder of JetBlue Airways

John T. Chambers, CEO of Cisco Systems.

James Carville Charles Schwab Katherine Ellison (Pulitzer

Prize Winner)

Mary-Kate Olsen Michael Jordan Michael Phelps Terry Bradshaw Robin Williams Howey Mandel Jim Carey Justin Timberlake Will Smith Ty Pennington

People who are successful despite having ADHD

ADHD as a Difference in Cognition, Not a Disorder: Stephen Tonti

http://www.cleanvideosearch.com/media/action/yt/watch?videoId=uU6o2_UFSEY


Resources Intervention Central American School Counselor Association (ASCA) Florida School Counselor Association (FSCA) National Association of School Psycholgists(NASP) Florida Association of School Psychologists(FASP) American Psychological Association National Institute of Mental Health Center for Disease Control Children and Adults with Attention Deficit/Hypera

ctivity Disorder (CHADD) American Psychiatric Organization Department of Health and Human Services 2012

Health Report

http://www.interventioncentral.org/

http://www.schoolcounselor.org/

http://www.fla-schoolcounselor.org/

http://www.nasponline.org/



http://www.fasponline.org/



http://www.cdc.gov/ncbddd/adhd/index.html

http://www.chadd.org/

http://www.chadd.org/

http://www.psych.org/

http://www.cdc.gov/nchs/data/hus/hus12.pdf

http://www.cdc.gov/nchs/data/hus/hus12.pdf

Please remember to complete

the evaluation in

True North Logic (TNL)

when you have access.