504 Complete packet less Accommodation Plan by np6KJuHl


									STUDENT:                           SCHOOL:                              DATE:

A Section 504 Team Meeting has been scheduled for the following time and place. Please plan to
attend so that your valuable knowledge of your child can help determine proper accommodations
and support for a successful academic year for your child.

Meeting Date:               Time:                           Location:

A. The purpose of the meeting (check all that apply):

_____Eligibility Determination          ____Individual Accommodation Plan Development
_____ Evaluation Results Review         ____(Annual) Review

The following will be discussed:

B. The following Individuals are asked to attend:
   1.____Parents/Guardians                    5._____Student
   2.____Guidance Counselor                   6._____Administrator
   3.____Teachers                             7._____School Psychologist
   4.____School Nurse                         8._____Other:

C. Enclosures:       ____Parent Rights         ___Medical Information Form
                     ____Background and Developmental History Form

documentation) TO THE SECTION 504 CHAIR, ________________________at________________,
regarding my child, ___________________________.

    1.      I WILL attend the Section 504 Meeting.
    2.      I WILL NOT attend the Section 504 Meeting.
    3.      My child will attend the Section 504 Meeting.

              Please indicate below additional individuals who will attend the meeting:

Parent /Guardian Signature:___________________________ Date:__________ Phone #:___________

Copy:            Parent                   Cumulative Folder
                                   Parental Rights Under
                           Section 504 of the Rehabilitation Act
The following is a description of the rights granted by federal law to students with
handicaps. The intent of the law is to keep you fully informed concerning decisions
about your child and to inform you of your right if you disagree with any of these
You have the right to:
   1. Have your child take part in, and receive benefits from public education programs
       without discrimination because of his/her handicapping conditions;
   2. Have the school district advise you of your rights under federal law;
   3. Receive notice with respect to identification, evaluation, or placement of your
   4. Have your child receive a free appropriate public education which includes the
       right to be educated with non-handicapped students to the maximum extent
       appropriate. This includes the right to have reasonable accommodations and
       support services to enable your child an equal opportunity to participate in school
       and school-related activities;
   5. Have your child educated in facilities and receive services comparable to those
       provided non-handicapped students;
   6. Have your child receive special education and related services if he/she is found
       to be eligible under the Individuals with Disabilities Education Act (PL 101-476)
       and its 2004 amendment.
   7. Have evaluation, educational, and placement decisions made based upon a variety
       of information sources, and by persons who know the student, the evaluation data,
       and placement options;
   8. Examine all relevant records relating to decisions regarding your child’s
       identification, evaluation, educational program, and placement;
   9. Obtain copies of educational records at a reasonable cost unless the fee would
       effectively deny you access to the records;
   10. A response from the school district to reasonable requests for explanations and
       interpretations of your child’s records;
   11. Request amendment of your child’s educational records if there is reasonable
       cause to believe that they are inaccurate, misleading or otherwise in violation of
       the privacy rights of your child. If the school district refuses this request for
       amendment, it shall notify you within a reasonable time, and advise you of the
       right to a hearing;
   12. Request mediation or an impartial due process hearing related to decisions or
       actions regarding your child’s identification, evaluation, educational program or
       placement. You and the student may take part in the hearing and have an attorney
       represent you. Hearing requests must be made in writing to the District 504
       Coordinator/Lead Psychologist.
   13. A review procedure is in place and outlined in the Code of Conduct.
The person in this district who is responsible for assuring that the district complies with Section
504 is the Lead Psychologist – Telephone – 765-8638.
1. What does "Section 504" mean?
          "Section 504" refers to Section 504 of the Rehabilitation Act of 1973. This is not an education
law, but a civil rights law that states that: "no otherwise         qualified individual with a disability...shall
solely by reason of his/her disability be excluded from the participation in, be denied the benefits of, or
be subjected to discrimination to any program or activity receiving federal financial assistance."
Therefore, this civil rights legislation is designed to prevent any form of discrimination based on
disabilities. It only affects entities (such as school districts) or other organizations that receive federal
funding. The principles enumerated in this section were later expanded and served as the basis for the
1990 Americans with Disabilities Act (ADA). The ADA Amendments Act of 2008 further delineated rights
and protections under Section 504.

2. Who is on a 504 team?
         Basically the same individuals who make up the Student Support Team or RTI Team are
appropriate to serve on the 504 Team. Each school in Bibb County has a Section 504 chair and that
person will facilitate the meeting. Additional participants include classroom teachers, parents, students,
psychologists, school administrators, or others that have an "educational need to know", or other
participants in the deliberation of the eligibility process. Section 504 is a provision of general education;
therefore, it is the responsibility of classroom teachers and the principal to assure that Section 504
accommodations are carried out.

3. How does a student qualify for a 504 plan?
         The eligibility for Section 504 participation begins with a request to the Section 504 chair at the
respective school. The parent is then notified and given a customary 10 day notice regarding the
scheduled meeting although the parents can waive the time period.

4. What happens when the 504 team meets?
          The Section 504 chair will facilitate the meeting and explore two issues with regard to eligibility
for a 504 plan. The first question is, "Does the student have evidence of a physical or mental impairment?"
The second question is, "Does the physical or mental impairment substantially affect a major life
activity?" If the 504 team is able to answer in the affirmative to both of those questions, then the
individual does qualify for a 504 plan.

5. What are examples of a "physical or mental impairment?"
        ADD/ADHD            Asthma              Heart Disease                 Panic Disorder
        AIDS                Cerebral Palsy      Hemophilia                    Post Traumatic Stress Disorder
        Allergies           Diabetes            Mental Deficiencies           Pregnancy-related Problems
        Anemia              Epilepsy            Organic Brain Syndrome        Tourette's Syndrome

6. What are "major life activities"?
         Major life activities include a wide variety of daily activities such as caring for one's self,
         performing manual tasks,
seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning,
reading, concentrating, thinking, communicating, and working.

7. When eligibility for Section 504 is established, what happens?
         The Section 504 team determines a list of reasonable accommodations which would help to "level
the playing field" for the affected individual. Section 504 does not guarantee a student success, but rather
helps set the stage for the support or framework to promote student’s achievement.

8. What is “reasonable accommodation”?
        Reasonable accommodation in the school setting is a modification or adjustment of educational
programs to afford students with disabilities equal opportunity to access the programs. Reasonable
accommodations must be made for persons with disabilities unless the schools can show that the
requested accommodations would impose undue hardship.
9. What is the difference between a Section 504 Plan and Special Education?
         A Section 504 Plan allows reasonable accommodations (Individual Accommodation Plan) to
protect one's civil rights most often in cases where the disability affects school environment. Special
education (specially designed instruction) services are carried out through the implementation of an IEP
(Individual Educational Plan) with goals and objectives for the student's progress. The number of
individual rights protected under an IEP is broader than under a Section 504 IAP.

10. How often are 504 plans reviewed?
         A 504 plan can be reviewed at any time. However, all district 504 plans need to be reviewed at
least annually.

11. What protections are afforded to those with a “record of impairment” or who are
“regarded as having an impairment”?
         Under these prongs of the act, individuals are only eligible for protection from discrimination.
For example, a student who has a record of leukemia but who is currently in remission cannot be denied
the opportunity to try out for the football team. Likewise, a student with an orthopedic impairment
cannot automatically be regarded as disabled when in reality the student experiences only minimal

For more information, contact the Section 504 chair at your child's school.
                                   SECTION 504
                       Individual Accommodation Plan (IAP)

                                                              Plan Date:__________
                                                  Projected Review Date:__________

Name: _______________________ ID#: _____________                 DOB: ____________

School: ______________________ Grade: ______ Disability: _________________

Eligibility Determination Date: ____________             START Date: ___________

Plan Type: ( ) Initial ( ) Annual Review ( ) In Absence of Mitigating Measures

1. Describe the educational, medical and other limitations as a result of the
disability which may affect the student:

2. a. List any anticipated discipline problems which may result from the disability:

  b. Describe positive behavioral interventions which will be used to address these
behaviors, as well as consequences when this behavior occurs:

3. Describe any accommodations related to medical needs of the disability (e.g.,
medication, diet, monitoring) and attach any specific instructions (and provide to
office/classroom/school nurse).

4. Describe any classroom/instructional setting accommodations that are needed
based upon the student’s disability, including settings, person(s) responsible, and
any needed devices/materials.
5. Describe any accommodations related to assignments for class or home
completion based on the disability, including method of communication,
transmission, time allotments, and reductions/alternatives.

6. Identify any testing accommodations that are necessary and used regularly in the
classroom, and conform to state and national standard accommodations:

 _____small group          _____mark answers in test booklet _____large print
 _____extended time        _____frequent breaks              _____other (__________________)

7. Describe any accommodations during non-academic activities related to the
disability, including transportation, building access, early arrival/dismissal,
cafeteria, field trips, etc.

Team Signatures                                   Date                        Title
                                                                              School Nurse
                                                                              504 School Representative
                                                                              School Counselor
                                                                              School Psychologist
                                                                              Classroom Teacher
                                                                              Classroom Teacher

*If any participant does not agree with this plan then they may attach a statement of dissent.

I have participated in the development of this plan and have received a copy of the Notice of Section 504

Parent Signature_________________________________              Date_____________
Copies: ___Parent ___Cumulative Folder
                        OVERVIEW OF SECTION 504 PROCESS

         An Introduction to 504: Under section 504 of the Rehabilitation Act of 1973, and
the ADA Amendments Act of 2008, an increasing number of students have become
eligible for services. The document you are holding is an attempt to provide you with an
overview of the law as well as methods by which the law can be best implemented in the
school setting.
         To prevent redundancy, the present document does not attempt to restate every
aspect of the law, but is intended rather to represent a simplified guide to assist you when
considering and dealing with students who qualify for 504 services. You should refer
directly to Bibb County policy to cover any specific questions not answered here.
         Purpose: The purpose of the 504 plan is to provide legal modifications for
disabled students who do not fit the criteria to qualify for Special Education services.
         Bibb County policy states the following: A student who may need special
services or programs within the intent of section 504 is one who:
          Has a physical or mental impairment that substantially limits one or more
            major life activities, including, but not limited to: learning; reading; thinking;
            concentrating; and, communicating. A major life activity also includes the
            operation of a major bodily function.
          Has a record of such impairment; or
          Is regarded as having such an impairment.
         Restated simply, 504 services are available to disabled students who are not
served under special education and IDEA. To qualify under 504:
         1. A student must have a documented disability (i.e. a doctor’s note regarding
             ADHD or another physical or mental condition, a psychological report, a
             vision-eye report, etc.)
         2. There must be proof that this disability substantially limits a major life
Educator’s Responsibilities under 504
         Implementation: It is important to note that principals and teachers are legally
liable to enact and monitor all accommodations and interventions that are listed on a 504
         Parents: Parents must be notified in writing regarding the implementation of a
504 Plan. They must also be made aware that they may examine relevant records by
request. Further, parents must be informed that they have a right to an impartial due
process hearing if they contest the 504 placement. They have 35 days from the initial
504 placement to notify the Deputy Superintendent in writing regarding their request for
a due process hearing. For more specific information regarding due process hearings,
please refer to Bibb County policy. A more complete set of parental rights is contained
in this packet, as well as in the Code of Conduct.

       Monitoring 504: Once a 504 Plan has been enacted, all involved parties must
meet periodically, annually at a minimum, to examine the progress of the student and
evaluate the success of any interventions and modifications listed on the Individual
Accommodation Plan.
                       Bibb County School District
                       Section 504 Meeting Minutes

Student Name:          School:                       Date:
Individuals Present:


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