8504 Update ] Portland Public Schools

. Suzy Harris PPS 504 Program Manager

September 2010

]Welcome Back!

]fAaenda ... 8:30 - 9:15 Overview & 504 Eligibility

9:15 - 9:30504 Plan/Fidelity

9:30 - 9:45 Break

9:45 - 10:45 Special Topics: Discipline, Health protocol vs. 504

10:45 - 11: 00 Q & A

11 :00 - 12:00 Lab - forms, reports, etc.

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rRevised Manual ] L

• Moved Guide for Parents and Teachers to the front.

• Streamlined Procedures.

• New: o Directions for Home Instruction. o Directions for eSIS Report . o Meeting Checklists o Who to Invite?

rWhat's new ... con't ] L

• Modified Evaluation Guidelines and moved to Procedures.

• Q & A streamlined & added Q & A for transfer students.

disability" unger Section 504?

.Physical or mental

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impairment

.Substantially limits ~ My)+ Wkef all ?

.Major life activity

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rWhat is a physical or mental I imDairment? (examples)

Mental

• ADHD • Obsessive­

compulsive disorder

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• Severe depression

• Leaming disorder (.", ...~ di)&<,-. I,f1) ~~V S~() ~L ~

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.. Physical

• Diabetes • Severe food allergy

• Juvenile Rheumatoid Arthritis

• Spina Bifida

• Hearing impairment

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.Lwhat is a "maj9r life activity"? ].. • ADAA codified and added to list

• Not limited to specific list

..u • Not limited to "learning" - doesn't have "'1"'- to be "learning" to be protected by 504

in schools

• Two types - major life activities & major bodily functions

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rMajor Life Activities ]l:Jita1icsaddeclbY,AD .

• WalkingMajor Life Activities

• Standing• Leaming • Hearing• Reading • Seeing• Concentrating • Thinking Major Bodily Functions

Speaking • Breathing/respiratory• Sleeping • Digestive functioning • Bending • Bowellbladder • Caring for one's self • Neur%gicallbrain• Lifting • Endocrine • Performing manual

tasks

What is a substantial ~v 1- . hllJOY lo/tlllrrJlimitation? ]

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ADA Amendments of 2008: Considerwit out regard to mitigating circumstances: medication, hearing aids, wneelchairs , walke~, eledronic devices, adaptive devices, etc . (okay to consider regular eyeglasses & conlad lenses)

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rShort-termfT emporary ]I condition$

• Case by case consideration

• Look at whether the amount of time is sufficiently long to suggest that the

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Preliminaty step is often Building Saeening Comm,"ee. If SSG recommends 504 or if parent specifically requests 504 (or if 504 is obvious) .. .

r"Ch ild find" under 504 ].. • When district has reason to suspect that a

child has a mental or physical impairment that substantially limits a basic life activity

• Use team-based decision-making (including parent) and give parent notice of decision

• Red flags: medical diagnosis; hospitalization; medication management at school; discipline, attendance, and/or academic problems coupled with the above; parent asking for help; teacher asking for help

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1. Gather existjn9 information:

• Building Screening Committee referral

• Pre-referral Worksheet

• grades

• OAKS • medical

• attendance

• any special education

evaluations

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]

r2. Can you answer these Jquestions? ]..

• Does the student have a mental or physical impairment? o What evidence is sufficient?

• Does it substantially limit a major life activity? o What evidence is sufficient?

• Does student need a 504 plan of accommodation?

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1rYes or no.. .

If yes ... ~ • Hold 504 meetin~, determine eligibihty, If no ... develop 504 plan of • Gather more accommodation (If information . needed). • Get parent oonsent for

any new evaluations needed.

Tools : 504 Evaluation Guidelines (p. 14) & Parent Consent (p. 26)

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.The child

• The meaning of the evaluation data • The placement options

..J.t. Tool: 504 Meeting Planner - Who to ..,.. Invite, p. 13

]rEliaibilitv Form (p.28) ... • Demographics, date, participants

• Background information

• Current information

• Critical Determinations: o Impairment?

o Substantial limitation on major life activity?

o Need plan of accommodation? (see p. 19 for examples of "yes" and "no")

]Who's on the 504 TeClm?

Someone knowledgeable about:

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Section 504 student ]raccommodation Rlan (p. 32) ... • Demographics/date/participants • Critical Determinations:

o What is the impact of the impairment on the student's access to education or in education selling?

o What accommodations, services or supports are needed (to level the playing field, to access instruction)?

o What placement?

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yidelines ] • Least intrusive, most typical supports

• AT - short term trial • Be judicious in reviewing outside recommendations

for accommodations - what is the basis?

• "Adult assistance" vs. "adult assistant"

• May be just accommodations

• Use explicit language: o How much extra time & on what types of

assignments vs . "as needed"

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1m lementqJi9nof 504 plans ] • How do you know the plan is being

implemented?

• How do you know if the plan is working? Fil/ hi sMA/. r f!"?'{ IIV

• How often should you review the plan? ~ /thhtla I ~1~

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rProcedurClI safeguards ].. • Parent consent for initial evaluation, initial

504 plan -Or "rt'fvYII'" : f',!~" • Copy of 504 documents to parent; 'including

notice of rights (p. 22)

• Team-based decision-making

• Access to student records • Grievance procedure (PPS) (p.15)

• Due process hearing (ODE)

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]rOther orocedures - a;­

• eSIS: o Flags (p. 36)

o List of students (p.11)

• Transportation requests (p. 10)

• Requesting home instruction (p. 10)

]r..More:

• Roles and responsibilities (p.11)

• Meeting Checklists (p. 12) • Section 504 Guide for Parents and

Teachers (first section)

• Flowchart (p. 7)

]Student DisciQline

~ Okay to use same type of discipline as for nondisabled students except for suspensions of more than ten days or expulsion.

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] May not suspend (for more than ten days*) or expel for conduct that is a manifestation of the student's disability ,

-More than ten days in a row or more than ten cumulative days \hat are a "pattem" - based on length, proximrty and total days of suspension .

Manifestation determination form (p, 34) ]

• Demographics/date/participants

of Wi/ ( ",aVI hR (/f r (/

~~~~ C-L~~~~L-~at~;y~J.~~~Mat ~e__4G~· L ~• Describe behavior

• List disability

• Consider all information

• Critical Determinations:

o Conduct directly related to non­implementation of 504 plan?

o Conduct caused by or directly related to disability?

What about drugs and ]alcohol?

A 504 student may be suspended or expelled without a manifestation determination if: .The student uses or possesses illegal drugs or alcohol in violation of school policy; and

• The student is "currently engaging in the illegal use of drugs or in the use of alcohol"; and • The discipline is the same type of discipline that would be taken against students who are not disabled,

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rWhat does it mean to "currently ]I enaaae" in ille_Qal use ... ? '"

OCR has stated that the use has to be recently enough to iustify a reasonable belief that the use is an onqoing problem. Evidence of current use may be: • a student's confession, • a drug-alcohol evaluation,

• a juvenile report . Do not rely on hearsay statements by students or staff to establish "current use".

].[504 Dian vs. health plan '"

504 plan Health protocol

• Based on • Developed by assessment school nurse in

conjunction with • Team decision­outside medical making provider/parents 4; I ~J iVl 4U{j IJZt;J halH,• Notice of rights

• Procedural safeguards/dispute O v1 J fuCb / == 5Q~ r joptions

504 plan with health protocol:

Use if student has mental or physical impairment that substantially limits a major life activity.

] Stand-alone health protocol

Use (if needed) if student does not have an impairment that substantially limits a major life activity. (or if "generic" protocol)

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rClosur~ ].. • Questions?

• Evaluation of presentation

• Further training??? o Specific disabilities

o Assistive technology

o Testing accommodations (SAT etc)

o Other?

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