1. Section 504 2. 504 EDUCATIONAL GOAL To level the playing field Prohibit discrimination of any program on the basis of any disability Provide appropriate educational services to the same extent as needs of non-disabled 3. How Can Students Qualify for 504? Question that each 504 Committee member must ask themselves: Does this student have a physical or mental impairment that substantially limits one or more major life activities? Substantially Limits, the ability of an individual to perform a major life activity as compared to most people in the general population. (not the school or district or even surrounding area, it means the state or country) 4. BUT An impairment need not prevent or significantly or severely restrict the individual from performing a major life activity in order to be considered a disability. EXAMPLE: (The high or average performing student in your class who you wouldnt have even been aware of had you not received 504 paperwork for them.) 5. The Average Person We measure the student against peers in the entire state or country. The fact that the student is performing poorly compared to the kids in a very high performing district does not mean that the student is substantially limited. The fact that the student does not measure up to his own potential, does not mean that the student is substantially limited Walsh Anderson 2013 6. MAJOR LIFE ACTIVITIES Caring for oneself Performing Manual tasks Seeing Hearing Walking Speaking Breathing Working Learning Eating Sleeping Standing Lifting Bending Reading Concentrating (ADD, ADHD) Thinking Communicating Walsh Anderson 2013 7. Evaluation Data Required Reviewed by a committee of persons knowledgeable about the student Typically, the parent, 504 Coordinator, classroom teacher(s), reading or math specialists attend the meeting Assess from a variety of sources, not just one: aptitude, achievement, teacher input, physical condition, social and cultural background, disciplinary referrals, parent input, grades Decision made by school team, parents may agree or disagree 8. What Do Eligible Students Get? Non-discrimination protection Limited Procedural safeguards Accommodations Possible related services 9. Parents Rights Parents are not required members of a 504 meeting, but should be encouraged to attend Parents are entitled to receive Notice of their Rights (Procedural Safeguards) Parents must receive Prior Notice of the 504 meeting Parents must receive a copy of the 504 Plan developed outlining what occurred at the meeting 10. Responsibilities of 504 Coordinators Complete all required forms in the 504 e-sped Invite parents to the 504 meeting and send the Notice of Meeting to parents Participate in the development of the students 504-Plan. Archive all 504 forms in e-sped immediately at conclusion of the meeting Upload the 504 Plan into Aware immediately after the meeting Provide parents a copy of the 504 Plan (paper copy or email) Monitor implementation of the provisions of Section 504 Plan Request a meeting to review the plan if it is no longer appropriate. Train all teachers regarding Section 504 and their responsibilities. 11. Teacher Responsibilities Participate in the development of the students Service Plan. Review Service Plans for assigned students Request a meeting to review the plan if it is no longer appropriate. Implement the provisions of Section 504 plans as specified Substitute teacher plans should include 504 or IEP accommodations for eligible students 12. Compliance Failure to implement the 504 Plan can cause the school district to be in noncompliance with Section 504 Office of Civil Rights (OCR) has administrative authority to enforce Section 504 13. Lets Be Smart Provide parents with information regarding student progress in a timely manner Acknowledge parental concerns Refer students to your campus RtI team if you feel the student may need testing for special education services Progress monitor students and keep data Implement 504 Plans with fidelity Keep data on accommodations utilized as specified in the 504 Plan Communicate with parents