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504 Training for Building CoordinatorsHeather Wolf, System CoordinatorAugust 22, 2013
Purpose of the meeting:For all building level coordinators to understand the law and embedded terminology, eligibility requirements, processes for writing 504 plans, and roles and responsibilities.
Agenda:• What is section 504?• Important terms• IDEA vs. ADA Section 504• Eligibility• Individual Accommodation Plans
What is Section 504?
Section 504 is a federal civil rights law designed to eliminate disability discrimination in programs and activities that receive federal funding.
What does it say?
No otherwise qualified disabled individual shall solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination of any program or activity receiving federal financial assistance.
Terminology
Disability: any physical or mental impairment that “substantially limits one or more major life activities”.
The Rehabilitation Act does not list specific illnesses due to the difficulty of creating an all-inclusive list of impairments. However, some impairments that qualify for disability under Section 504 include:
Physiological disorders such as hearing impairments, vision impairments, and impairments of motor functions
Neurological disorders such as multiple sclerosis or muscular dystrophy
Psychological disorders, for example learning disabilities or mental illness
Further, the individual claiming disability must have a record of their specific impairment, or they must be regarded as having the stated impairment.
Equal access: An equal opportunity for a qualified person with a disability to participate in or benefit from education aids, benefits or services.
Educational placement: A program and/or service setting with students who are not disabled, to the maximum extent appropriate to the needs of the student.
Major life activity: Functions necessary to care for oneself, perform tasks and engage in the following activities (this list is not exhaustive)-
• Learning• Hearing• Seeing• Sleeping• Breathing• Walking• Standing• Lifting• Thinking• Concentrating• Communicating• Reading• Caring for oneself
Substantial limits- The inability to perform a major life activity that the average person in the general population can perform; or substantial limitations as to the condition, manner, or duration under which an individual can perform a particular major life activity as compared to the condition, manner, or duration which the average person in the general population can perform that same major life activity.
Decisions should be made on a case by case basis!
Section 504 Committee: A group of persons knowledgeable about the student, about the meaning of the evaluation data, the placement options, the legal requirements to place a disabled student in the least restrictive environment and the obligation to provide comparable facilities to disabled students. The committee can include:
• Teachers• Parents• School nurse• Guidance counselor• Administrator
IDEA or ADA Section 504?
What is the difference and how do we know which way to go?
IDEA and ADA Section 504
IDEA is:• Federal statute• Provides individual with
supplemental educational services
• Disability adversely affects educational performance
• Requires specialized instruction
• IEP ensures “meaningful benefit” through services
• Funding is dedicated to eligible students
• Evaluation requires specific assessment tools and criteria
504 is:• Civil rights law• Requires schools to eliminate
barriers for equal access• Disability substantially limits a
major life activity• IAP ensures “meaningful
access” through accommodations
• Does not provide additional funds• Evaluation allows broad range of
documentation and is determined by a group knowledgeable about student and programs
Eligibility
Eligibility should be determined on a case by case basis.
Referral can come from parent, teacher, Child Find coordinator and sometimes physicians
Consider the following:• Medical diagnosis• Aptitude and achievement tests• Teacher input and recommendations• Physical condition• Social and cultural background• Adaptive behavior• Duration of the disability(should be chronic and long
term)
Mitigating Measures:• Medication• Medical supplies/equipment• Low-vision devices (not glasses or contacts)• Hearing aids or cochlear implants• Assistive technology• Mobility devices• Oxygen therapy equipment
Remember, these are written on a case by case basis. Consider the individual student, not previous students who had similar disabilities. Ask yourself what is necessary for this student to succeed? What can we plan so that the student will be able to access the content/activities as well as non-disabled peers?
Individual Accommodation Plans
Individual Accommo
dation Plan
Testing
Accommodat
ion
Classroom
Accommodati
ons
Classroom Accommodations
• Modified assignments/grading
• Correction opportunities• Brain breaks/pacing• Visuals/graphic organizers• Preferential seating• Instructions in multiple
modalities• Peer tutoring/grouping• Behavioral planning• Chunking
Testing Accommodations
• Extended time• Multiple sessions• Read Aloud(not in ELA)• Prompting
• Note: testing accommodations usually mimic changes in IDEA recommended accommodations
Steps toward a successful creation of a 504 Plan
Procedures
Classroom:Modified
instruction/assignments and grading
Correction opportunitiesOutlines/study guides
Visual and auditory aidesPreferential seating
Peer tutoringBehavioral planning
Repeated instructions Oral testing
Avoid time constraintsTesting:
Extended timeRead aloud instructions
Read aloud internal items(not language arts or
reading)Prompting upon requestStudent reads into audio
device for immediate playback
Assistive technologyUnique adaptive
Accommodations
Have parent sign receipt of rights
Make sure all involved staff members have a
copy of the plan
Send all copies to Heather Wolf
504 District Coordinator
If eligibigle, write Individual
Accommodation Plan and determine
classroom and test accommodations
Does evidence identify a mental or physical
impairment which substantially limits one
or more major life activities?
Is student unable to perform a major life
activity that the average person can
perform?
Is the student significantly restricted
as to the condition, manner or duration under which he/she
can perform the major life activity as
compared to the average person in the
general population?
Is the impairment long term?
Consider medical diagnosis, aptitude, achievement tests,
teacher recommendations, physical condition, social and cultural
background, and adaptive behavior.
Committee (parent, teacher, designee,
and other personnel) meet to determine
eligibility.Referral form given to
teacher.
Written notice of 504 rights given to parent
Consent for Assessment given to
parents
Release of Information given to parent(if necessary)
Letter to physician and questionnaire regarding medical
concerns (if necessary)
Designee schedules meeting
Designee requests information and
schedules meeting
Concern may come from parent, teacher,
administrator, or health care professional.
Notify 504 designee
Concern regarding 504 eligibility
Roles and Responsibilities• Gather information
from teachers, families and practitioners
• Collaborate with team to determine eligibility
• Schedule initial and yearly meetings
• Communicate student needs to teachers/staff
• Report any newly eligible students to Heather Wolf
• Send copies of eligibilty forms and IAP to Heather Wolf
• Maintain files• Communicate to
building testing coordinator testing accommodations
Annual Review
Eligibility is good for three years. Annual review meetings allow you to revisit student needs, celebrate success and plan new accommodations.Steps:• Schedule annual reviews for students with current
504 plans each school year.• Send notice of annual review to parents prior to
the meeting informing them of members, date, and time.
• Provide a copy of rights (procedural safeguards) during the meeting and allow ample parental input.
Three key points that helped me today…
An idea that is still rolling around in my mind…please follow up with me
I’ve got ____________all squared away.
Reflections:
