Spring Hot Spot for Principals

1. Spring Hot Spot for Principals Section 504 of the Rehabilitation Act of 1973 Civil Rights Legislation Non-Discrimination and Equal Access to Opportunity Jan Greer DeHaven: Director for Section 504 and ADA 210-407-0249 jdehav@neisd.net

2. 5 year growth = 3,765 Students • Average mean growth of 750 students annually • Trend line predicts continued growth toward 10% of the NEISD student population by 2021 Increase in SLD/OHI and AI / VI dismissals from SE to 504 Accommodations (IDEA trends to discreetly define Specially Designed Instruction. Increase in identification of Mental Health, ADHD and Dyslexia Law change to include all Health Conditions 4758 5000 5092 5251 4278 3330 3054 2728 2895 1486

3. A little good news… Outcome of Intentions! Focus Areas that make a difference: • Compliance: Annual Meetings • Documentation • Analysis of individual needs • Clearly defined accommodations • Stakeholder relationships 4 2 0

4. Campus Data • Students are listed by Annual Due Date • Tasks that must be completed before the last day for students • Above the Red line: Meetings not yet held • Yellow Highlight: Referrals that must be addressed

5. Is it possible for a student to have a §504 IAP and be in the RTI process?

6. Identified Disabling Condition Challenged Academically or Behaviorally (no identified condition) Diverse Needs that are Not Disabilities

7. If a student has a §504 Individualized Accommodations Plan, do ALL accommodations and interventions become a part of the §504 plan? NO A §504IAP is in place protecting a condition or disability. The accommodations must have a direct and substantial relationship to the condition that is eligible for protection. When a student has academic needs beyond the scope of the current condition, options for classroom interventions, RTI or referral for further evaluation should be considered. When a student has a diverse need that is NOT a disability, it cannot be addressed with §504 accommodations. That would be discriminatory…

8. Student diagnosed with ADHD and Anxiety Identified Disabling Condition Student is struggling with LEARNING TO READ Challenged Academically or Behaviorally (no identified condition) EXAMPLE Diverse Needs that are Not Disabilities

9. Couple of End of Year FAQs: Is a §504 meeting needed: • for a GPC meeting? • for retention or course failure? NO These are general education functions that do not change when a §504IAP is in place protecting a condition or disability. Does every student with a §504 require an annual meeting? YES Students protected by§504 have an annual review to ensure the accommodations are appropriately addressing the identified condition.

10. What about https://tea.texas.gov/WorkArea/DownloadAsset.aspx?id=51539627235 Standard Protocol Services • Orton-Gillingham Based Curriculum for Direct instruction @ 45 minutes daily Specially Designed Instruction • Student requires instruction beyond Standard Protocol in order to make adequate progress in learning to read. Shared between Special Education and Section 504 • Referral: Collaboration to determine if evaluation is “just dyslexia” or an FIE • Eligibility: Individual decisions based on significance and scope of the need. May be delivered through SE or §504 Requires an IEP through SE

11. Campus Designee Responsibilities • Look back at your data page • How many students on your campus have §504 protections? n(8)=FTE staff hours to manage the programs 200 Students(8) = 1600 hours or 200 full eight hour days 2019-2020 Trainings scheduled by cluster within the cluster attendance zone.

12. Calendar of Designee Trainings (I still need some volunteer sites)

13. WE CAN DO IT! Designees received data dated April 12 to begin the “clean up” Your data is dated May 15 and changes as updates occur Assistance? Jan Greer DeHaven jdehav@neisd.net 201-407-0249 § 5 0 4 §