504 Training – How the Pieces Fit Together

1. 504 Training – How the Pieces Fit Together Byron Parker, M.Ed., ATCAP Dr. Patti Wilson, NCSP, HSP#2411 Ashley Clark, PT

2. ASSISTIVETECHNOLOGY IDEA 2004 (300.5) Assistive technology device. Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.

3. Needs vs. Wants • Does the child need a piece of assistive technology to access the general education curriculum. • Will the device level the playing field in order for a child to function in a general education classroom. • Will the device promote independence as opposed to enablement. • Does the characteristics of the device meet what the child needs.

4. Needs vs. Wants • Never match a child to a device. Match a device to a child based on the needs of the child. • If more than one device meets characteristics needed for student success, the most cost effective will be offered. • Parents may request a specific device but the school system is only required to provide a comparable device that meets student needs.

5. Assistive Technology *Simple *Some Maintenance *Complex Electronics *Little Maintenance *Some training *More training *Limited/No Electronics *More Electronics *More Maintenance Continuum from No/Low Tech to High Tech Mid Tech No/Low Tech High Tech

6. What is already available in the school? • Computer/Laptops all have accessibility features to include vision, hearing, mouse access • PC formatted computers running windows 7 have text to speech

7. IDEA • Federal law requires any student receiving special education services under an IEP be considered for assistive technology on an annual basis. If assistive technology is provided as part of the IEP, the school system is responsible for purchase and maintenance of equipment to be used. This equipment is purchased with special education funds.

8. Deciding on a device • The decision to provide equipment is a team decision. • If the school offers a piece of equipment and it is accepted then the system will be responsible for provision and maintenance. • If the parent rejects the device and wants to provide a more expensive device, it is a team decision on whether or not to accept the device.

9. Deciding on a device • If the team allow the parent to provide the other device, it must be made clear that the school will not be responsible for any damage to the device while in school because the school offered a comparable device to meet student needs. • If the team decides on a parent owned device to save cost of purchase, the school will be responsible for damage while on school property.

10. 504 Loan • If special education has unused equipment available for use in 504 plans it can be checked out through the 504 Coordinator. With the stipulation if an IEP student needs the equipment and none is available, it will be pulled from the 504 student for use with the IEP student.

11. 504 Loan • Should this happen, The school is still responsible for providing the 504 child with the appropriate equipment to meet his educational needs. Alternative funding to provide the equipment needs to be addressed. • Please contact your 504 coordinator.

12. Documentation • Documentation of what device is to be offered, used, characteristics, etc. must be kept to include trials and results. • This is for your protection.

13. Section 504 and RTI What RTI is and how it interacts with Section 504

14. RTI2 Framework < 10th%ile 5% of Students < 25th %ile 10% of Students 85% of Students http://cmcssrti.wikispaces.com

15. RTI2 Framework • Students may be referred for a 504 evaluation at any time • The more intense the tier of intervention, the greater the likelihood a 504 evaluation should be pursued. • 504 evaluations should be pursued if/when a substantial limitation is suspected, regardless of if a student is serviced in the tiers

17. RTI2 Framework • RTI is a general education initiative. If a parent revokes consent for either IDEIA or 504, the student continues to be eligible for RTI. • Keep in mind that RTI for us is currently focusing on academics, but students may have significant impairment in social-emotional, behavioral, attendance, etc. – which may be considered under 504

18. Section 504 and support team How/When the two teams connect

19. Support Team • Purpose is to problem-solve • Support Team does not trump 504 • If eligible for 504 and referred to Support Team, this must be communicated to the S-Team chair • If eligible for IDEIA, this must be communicated to the 504 chair. • IEPs trump 504.

21. Questions??s?

22. Related Services & 504 Just what do the PT’s and OT’s do when it comes to motor concerns with this group of students…

23. Difference between Physical & Occupational Therapy

24. Difference between Physical & Occupational Therapy • Occupational Therapy – Looks at ADL’s & personal care, upper extremity function, fine/visual motor skills and tasks, sensory processing & integration, etc. Theresa Sumrall, OTR/L & Jackie Turman, OTR/L • Physical Therapy – Looks at gross motor skills, balance, mobility, transitioning, positioning, etc. Ashley Clark, PT & Lori Long, PT

25. OT’s & PT’s are… • Here for YOU! We are a resource for you when needed. • Teammates looking at how a physical disability affects the child’s ability to learn • “Experts” in the areas of motor development/skills • Able to make recommendations to the team on concerns

26. OT’s & PT’s are not… • A default or “last resort” • “Experts” in education…you are, which is why we are a team • Performing therapy services like you would receive in the community necessarily • Always available immediately…we will do our best, but please don’t wait until the last minute if possible

27. I should request OT/PT observation when... • A physical disability is adversely affecting a child’s ability to learn in their environment • A child’s physical status has changed warranting potential intervention/accommodation • The team has significant concerns about a child’s ability to access their environment

28. CMCSS PT/OT Observation Request Form/Procedure

29. CMCSS PT/OT Observation Request Form/Procedure • Location of form – front page of EasyIEP, under Documents, under Related Service Provider Forms; also in 504 manual(forms section) • Send to appropriate OT/PT @ Greenwood Complex or scan in and email • What is timeline for completion? • Description – concerns need to be educationally relevant; this is of utmost importance • Areas of concern overview OT/PT

30. CMCSS PT/OT Observation Request Form/Procedure • OT/PT will complete observation and return form to person who originated it • Results from observation – overview • Ensure recommendations/findings understood • Maintain paperwork in 504 red folder or cumulative file; if 504 created then Easy 504 using paperless feature

31. Who is the PT/OT responsible for my school? • BMES – Jackie T / Ashley C • BES – Jackie T / Lori L • Burt – Theresa S / Ashley C • BDES – Theresa S / Ashley C • CES – Theresa S / Lori L • CHS – Jackie T / Lori L • CHES – Theresa S / Lori L • EMES – Theresa S / Lori L • GES – Theresa S / Ashley C

32. Who is the PT/OT responsible for my school? • HES – Jackie T / Ashley C • Kenwood Complex – Jackie T / Ashley C • LES – Theresa S / Lori L • MES – Theresa S / Lori L • Montgomery Central Complex – Theresa S / Lori L • MMS – Jackie T / Lori L • NPMS – Theresa S / Lori L • Northeast Complex – Jackie T / Ashley C • NSES – Theresa S / Ashley C

33. Who is the PT/OT responsible for my school? • NWHS – Theresa S / Lori L • PES – Jackie T / Ashley C • RMS – Jackie T / Lori L • Ringgold – Jackie T / Ashley C • Rossview Complex – Theresa S / Lori L • SES – Theresa S / Lori L • SBES – Jackie T / Ashley Clark • WES – Theresa S / Lori L • West Creek Complex – Jackie T / Ashley C

34. Questions/Concerns • Related Services – Greenwood Complex • Ashley Clark, PT – 931-542-9263 or ashley.clark@cmcss.net • All photos/cartoons used from Google Image