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Section 504 Eligibility

Section 504 Eligibility. Does the student have a disability? Does the disability impact a major life function? Is the impact substantial?. Does the student have a disability?. Begins with referral for Section 504 Eligibility by the IAT

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Section 504 Eligibility

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  1. Section 504 Eligibility • Does the student have a disability? • Does the disability impact a major life function? • Is the impact substantial?

  2. Does the student have a disability? • Begins with referral for Section 504 Eligibility by the IAT • Evaluation Specialists complete all evaluations for Section 504 eligibility • Often a Section 504 evaluation entails the collection of information from the student’s medical provider and classroom teacher and does not involve direct assessment of the student

  3. Does the disability impact a major life function? Breathing Learning (Dyslexia) Working Eating Sleeping Standing Lifting Bending • Caring for one's self • Performing manual tasks • Walking • Seeing • Hearing • Speaking • Reading (Dyslexia) • Concentrating / Thinking (ADHD)

  4. Is the impact substantial? • Comparison should be made to typically developing students or average students when determining if the impact is substantial. • Avoid considering use of mitigating factors when determining 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 • Use of assistive technology

  5. Accommodations • Specify the location of the support • Instructional, Testing, or Homework • Use of an FM System during lectures • Define the duration of the support • Two days extended time for homework • 150% extended time for tests • Describe the method • Note-taking assistance teacher provided • Note-taking assistance outline provided • Note-taking assistance digital recording device • Note-taking assistance summary provided

  6. Accommodations • Describe the method • Shorten assignments while retaining all intended objectives (All objectives intended for the assignment must remain intact when shortening an assignment, avoid eliminating the last half of an assignment or allowing the student to choose which items not to complete) • Allow excused absences linked to the disability over 17 days (If the attendance policy is modified due to the disability, ensure the family and student are aware academic expectations will remain intact)

  7. Section 504 Writer • Obtain username and password from your Evaluation Specialist • Ensure you have received one to one training at your campus on Section 504 by your Evaluation Specialist by October 1 • Effective September 1, 2013 no Section 504 Meeting should be held in paper format (i.e. Word or PDF). • All Section 504 meetings must be completed through Section 504 Writer. • Section 504 Chairpersons should not complete the Eligibility page in Section 504 Writer

  8. Reconcile Chancery SMS and Section 504 Writer • Review your Campus Section 504 Lists to ensure all students formerly documented through Chancery SMS as Section 504 are now appearing in Section 504 Writer • Add any student that is in Section 504, but not appearing on the Chancery SMS roster or Section 504 roster to Section 504 Writer by October 1st.

  9. Intervention Assistance Teams (IAT) • Ensure understanding at your campus that all referrals for Section 504 must be facilitated through the IAT • Ensure parent requests for Section 504 are addressed by the IAT within 10 school days of the parent request. • Expect all Section 504 evaluations to be completed within 45 days from parent consent.

  10. Special Transportation

  11. Individualized Healthcare Plan and the 504 Student Houston ISD Nurse Consultants Marisela Perez RN, BSN Mary Jane Reyes BSN, RN, MS Elyse Rouzan BSN, RN, MBA

  12. What Is an Individualized Healthcare Plan? (IHP) • An individualized healthcare plan or IHP is a form created by a registered nurse to document the specifics of the student’s health problems and the nursing support that the student will need during the school day.

  13. Individualized Healthcare Plan • Includes: • Assessment or statement of the student’s health problem • Healthcare goals and objectives • Specific interventions/actions to be implemented • Evaluation of interventions • Emergency contact information for the parent or guardian • Contact information for the student’s physician

  14. How Can an Individualized Healthcare Plan Benefit a Section 504 Student? • The IHP documents that the student has a health problem or disability that might adversely affect him/her during the school day • The IHP documents specific interventions that might be needed to help the student perform at his/her highest academic potential. • The IHP provides contact information for the student’s parent and physician

  15. Can a Student with a Medical Condition only and a Healthcare Plan also Be Covered Under Section 504? YES • An educational need is not “necessarily” required for Section 504 Eligibility.

  16. Common Health Conditions That May Lead to Section 504 Eligibility • Asthma • Diabetes • Heart Disease • ADD, ADHD • Any temporary condition due to accident or illness

  17. Should Medication Be Considered When Determining if a Condition is Substantial? NO

  18. Questions?

  19. What should the teacher expect during a dyslexia assessment? • Share with the teacher the assessment of dyslexia will involve a direct evaluation • Understand the assessment may take one to three hours over one to three sessions • Share with the teacher there will be requests for documented teacher observations and work samples • Work samples in the area of concern • Word samples not in the area of concern

  20. How eligibility for dyslexia is determined? • Does the student reflect one or more difficulties with low performance for students age and educational level in the following academic skills? • Reading real words in isolation • Reading non sense words • Reading fluency (both rate and accuracy) • Written spelling (not an isolated difficulty)

  21. How eligibility for dyslexia is determined? • Does the student exhibit a deficit in phonological or phonemic awareness? • Current and historical data • Does the demonstrate also exhibit difficulties in one or more of the following? • Rapid naming • Orthograhphic processing

  22. How eligibility for dyslexia is determined? 4. Is there evidence of unexpectedness?

  23. How should 504 chairperson handle SPED DNQ cases for students who are dyslexic? • Understand the ARD committee could recommend Section 504 consideration • Allow the DNQ Special Education evaluation to serve as the eligibility report for Section 504 consideration • Build a relationship with the Special Education Department Chairperson

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