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504’s. Amendments, practice and procedures Updated on April 23, 2009 . Shelley Buntjer and Krista Remiger. Disabilities. An individual with a disability is a person who: Has a physical or mental impairment that substantially limits one or more major life activities;
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504’s Amendments, practice and procedures Updated on April 23, 2009. Shelley Buntjer and Krista Remiger
Disabilities • An individual with a disability is a person who: • Has a physical or mental impairment that substantially limits one or more major life activities; • Has a record of such an impairment; or • Is regarded as having such an impairment • ~www.eeco.gov
504 plans • The goal will not always ensure the perfect classroom or academic success, but it will provide reasonable education like their non-disabled peers.
504: ensuring access to a regular education • Find a different way for the student to learn and receive the same education and knowledge as other students. • Recent Changes • Expanded eligibility • Expanded definition of major life activities • Records must be documented and kept on file for 8 years or longer per ADA.
Expanded eligibility • The disability does not have to be diagnosed, it can be perceived. Doctors will often give a recommendation; however, the school is the expert and will be the one with the final answer. If a teacher, parent, principal, counselor or medical community perceives a disability, an evaluation must be completed.
Expanded eligibility • A student must have a physical or mental disability that substantially limits one or more major life activities. • Substantially limits: the individual’s important life activities are restricted as to the conditions, manner or duration under which they can be performed in relation to most people
Possible qualifications Physical limitations Mental illness Cosmetic deformity Anatomical loss Blood disease Psychological disorders Additions **On average, only 2% of those evaluated should actually qualify. Not because they don’t have a disability, but because it may not be interfering with access to regular education.
504 process • Referral made for review • Team evaluation: assessments and suspected area of need established. • Paper work completed, documentation **Approval of the plan or team evaluation IS NOT necessary by parents or student. The school should still follow the plan because we are legally responsible to provide the opportunity to a regular education.
Practical and important points • A plan must be written for every student that qualifies by a knowledgeable team. • It must be reviewed – annually is recommended • 504 coordinators should not be the case manager. Classroom or homeroom teachers, core class teachers, class advisors or subject interference should be taken into consideration.
Practical and important points cont. • Be minimalist • Respond to issue only • Get a copy of any and all responses by parents • Track all documentation and communication and keep in student’s file.
Accommodations vs. modifications • Accommodations: changes made in the way a person accesses information or the way a person shares information • Modifications: changes made that change the level or standard. • **504 relies on accommodation, not modification
Accommodations • Provide: Behavioral support, step by step directions, assignments, homework, tools, note taking support, peer buddy system, visual enhancer, spell checker, extra books for home use, extended passing time, unlimited bathroom pass, quiet space, separate testing locations……
Accommodations • Eliminate: all of the problems, just do even or odd, all questions, physical barriers, computer access, room access, bathroom access, distractions, places to learn, work and test……
Accommodations • Extend: time frame of test, assignment, completion dates, hall passing time, opportunities for sensory breaks, parent communications, educational links…
Accommodations • Vary: give verbal directions visually, allow student alternative formats for assignments, audio tape, visual handouts, note taking requirements, school schedule or class format or even school day.
504 Coordinators Principal Lienemann: District Shelley Buntjer: High School Krista Remiger: Elementary school Case managers: assigned per student evaluation. **All 504 files and individual records will be kept in the principal’s office and on file with each coordinator. Once a referral has been made, the coordinator will set up a team meeting to complete the screening process.
Questions • ?????
