Presentation on theme: "SECTION 504 of the Rehabilitation Act: It’s NOT like IDEA!"— Presentation transcript:
1SECTION 504 of the Rehabilitation Act: It’s NOT like IDEA! Presented by:Robert ComptonDirector of Student Services,South Carolina Public Charter School DistrictAdapted from a presentation created by: Rock Hill School District 3
2DisclaimerSection 504 IS NOT special education; it’s a general education responsibilityDon’t think because “Robbie” oversees it means it’s a special education thing.504 compliance and coordination falls under the District’s Director of Student Services.
3Section 504 School Expectations All South Carolina Public Charter School District schools are required to follow the District’s Section 504 Policies and Procedures.These procedures include the identification of the principal or his/her designee as the "Section 504 School Coordinator," who is the building-level compliance monitor and coordinator for Section 504 support.The District’s Section 504 Compliance Officer is Robbie (me).The District’s Section 504 Compliance Officer cannot serve on school 504 committees because this person is part of the District’s grievance process.
4Building Level 504 Coordinator Roles and Responsibilities:Provide guidance and answer questions surrounding 504 referral, evaluation, and implementation from parents/guardians, students, and/or school staffAttend professional development/training sessions throughout the school yearSchedule and Lead meetings with parents/guardians and relevant school staffResponsible for data collection in preparation for meetingsMaintain school level 504 files for each studentSubmit necessary paperwork to Zenobia Ealy in a timely manner
5What is Section 504?The Rehabilitation Act of 1973, commonly referred to as “Section 504,” is a federal statute that prohibits discrimination against persons on the basis of their disability by institutions that receive federal assistance.Section 504’s purpose is, among other things, to assure that disabled students have educational opportunities and benefits equal to those provided to non-disabled students.If a student is covered by Section 504, South Carolina Public Charter School District Schools must provide protection and accommodations as are necessary to ensure that the eligible student has equal access to services, programs or activities offered by our schools.
6Section 504 is NOT Special Education IDEAStudent must have a disability that falls into a defined qualifying area and adversely affect educational performanceMust need specially designed instructionRequires a comprehensive evaluations, including screenings, psycho-educational evaluations and intervention dataCriteria of exclusion/narrow eligibilityWorks well with RTIDefined IEP team membersParent consent requiredStrict and specific timelinesSection 504Student must have* physical or mental impairment that sub- stantially limits a life function.Prevents discrimination, insures equal access with accommodations and servicesRequires relevant information from a variety of sourcesBroadened eligibilityDoes not work well with RTIDecision by group of “knowledgeable persons”.Parent consent recommended“Reasonable” timelinesNOT modifications or special instruction- have, has a records of, is regarded as having the impairmentSubstantial Limitation:After the existence of the impairment is documented, how does it substantially limit a major life activity?Pervasive across learning environments?Significantly impairs accessLife functionNot just learning – there’s a long list and you’ll see it on the eligibility formNo unreasonable delays
7Can’t Have Both…It should be noted that students who qualify for special education services under the IDEA Act are automatically protected under Section 504. Individualized Education Plans (IEPs) satisfy the requirements of an accommodation plan.Not the other way around. Any due process complaint or law suit under IDEA can (and almost always does) include charges of violation of 504 (monetary awards). IDEA = due process; 504 = discrimination
8Who Can Refer a Student? Section 504 Referrals can come from: A parent/guardianEligible Adult StudentSchool Staff (Teacher, Nurse, Administrator, Special Area Teacher, or *RTI Team)…who believes the student has a physical or mental impairment that substantially limits one or more major life activity.*A student should NOT go through the RTI process if they are being referred for a 504.
9When Should a School Refer? When someone thinks the students has a physical or mental disability that substantially limits 1 or more life functionsReceive a doctor’s note or medical reportStudent returns after a serious illness or injuryStudent is suspected of having an impairmentStudent exhibits signs of a chronic health problem/has absences due to illness
10Who Should Serve on a 504 Team? School Level 504 Coordinator (required for initial)Parent/Adult StudentRelevant School StaffPersons knowledgeable of the childPersons knowledge of meaning of evaluation data,Knowledgeable of accommodations/placement optionsSchool Psychologist
11Eligibility Requires Evaluation Specific criteria ARE NOT required!Evaluation does not necessarily mean TEST; formal testing is not required!Requires data from a variety of sourcesNot just a note from a doctor or 1 discipline report (etc.)Failing grades are not requiredWhat does the 504 team need to “identify the specific nature of the disability and identify the services necessary”?Not like qualifying for ID (IQ scores, Adaptive Behavior scores, etc.)Don’t stall or spend time waiting for parents to get something from the doctor – won’t fly in an OCR case. If we think we need it, we’ll have to pay for it and get it – within a reasonable time!This should not be hard!
12Common Sources of Evaluation Data Student grades, disciplinary referrals, health information, parent information, test scores, teacher comments, Special ed. assessments and dataThe amount and the “weight” is determined by the 504 team, given the student’s individual circumstancesScreenings (vision, hearing, S/L, health) are NOT requiredNo medical diagnosis is absolutely required (if you have other data…)In fact, if the school wants a medical diagnosis, we CAN’T put the burden on the parents – we will have to pay for it! The 504 Team may conduct the evaluation with out a medical diagnosis if it believes it has other effective methods of determining the existence of a physical or mental impairment.Parent SAYS the kids has ADHD but no report. Do you have data indicating the problems? Observations, grades, discipline reports, etc.?
13Section 504 Eligibility (3 Part Process) You will see the area of Major Life Activities on our Eligibility FormAnswer YES to all 3 parts for eligibility.Non-disabled peer = “Average Student” = C
14Had Enough? Let’s look at the process It really rather simple!All Necessary Paperwork for Section 504 is Located on in the DropBox (SCPCSD 504 Documents)
15Section 504 Referral Procedures Step 1 – Parent RequestIf a parent/guardian or adult student requests 504 consideration, he/she is directed to the school’s 504 Coordinator. The school’s 504 Coordinator :Completes the Referral for Section 504 form in an interview with the parent/adult studentProvides the parent/guardian/adult student with a copy of Section 504 RightsSchedules a meeting with the parent/adult student and relevant school staff*, then sends the parent/adult student a Section 504 Meeting Invitation.The 504 Coordinator coordinates data collection in preparation for the meeting.Discuss Relevant School Staff504 Coordinator required to attend initial meeting
16Section 504 Referral Procedures Step 1 – School Staff RequestIf a school staff member wants to request 504 consideration for a student the staff member contacts the school’s 504 Coordinator. The 504 coordinator does the following:Completes the Referral for Section 504 form with the referring staff member.Schedules a meeting with relevant school staff* and parent/guardian, then sends the parent a Section 504 Meeting Invitation. The student’s parent is also sent a copy of Section 504 rights.The 504 Coordinator coordinates data collection in preparation for the meeting.Relevant school staff includes persons knowledgeable of the child, knowledgeable of meaning of evaluation data, and/or knowledgeable of accommodation/placement options.
17Step 2 – Initial Mtg HeldAn initial 504 meeting is held. At the initial 504 team meeting:The Referral for Section 504 form and available data are reviewed by the team.The team determines if additional information is needed to help determine 504 eligibility.The Parent Permission for 504 Evaluation form is completed by the team, and signed by the parent, if in attendance.
18Step 2 – Additional Data Not Needed If additional data or information is not needed, the meeting continues and the 504 team completes:The Section 504 Initial Evaluation & Periodic Re-Evaluation formA Section 504 Plan, if applicable.Ensures 504 Parental Rights have been provided to the parent, guardian, or adult student.
19Step 2 – More Data NeededIf additional data or information is needed, this initial meeting ends. The additional data is collected then the team reconvenes. The 504 Coordinator will schedule the meeting and send the parent/guardian a Section 504 Meeting Invitation.At this follow-up meeting, the team completes:The Section 504 Initial Evaluation & Periodic Re-Evaluation formA Section 504 Plan, if applicableEnsure 504 Parental Rights have been provided to the parent, guardian, or adult student.
20What is Substantially Limits? “Substantially Limits” is not clearly defined.The decision must be made on a case by case basis by a school team. Teams should err on the side of inclusion/eligibility.A disability is not substantially limiting if the student is as successful as typically developing students in the major life activity.A disability may be considered substantially limiting if it prevents the student from participating in the same activities as other students.
21Don’t Forget: Mitigating Measures School districts must consider “mitigating measures” used by a student in determining whether the student has a disability under Section 504. Mitigating measures are devices or practices that a person uses to correct for or reduce the effects of that person’s mental or physical impairment. Examples include corrective eyeglasses and medications. A person who experiences no substantial limitation in any major life activity when using a mitigating measure does not meet the definition of a person with a disability and would not necessarily require accommodations under Section 504. However, if a student’s needs require storage and administration of medication during the school day, such accommodations may be required for purposes of providing access to school activities (IHP)
22Section 504 Referral Process Step 3 – Accommodations Plan (if eligible)Develops the accommodation plan, that includes statewide testing accommodations.The accommodations provided should allow for the child to have the same equal access as their non-disabled peers.Do not treat accommodations like a buffet.
23Step 4 – After the Meeting Meet with school staff who interact with the student and provide them with a copy of the accommodations plan. (Remind them of Confidentiality)All school staff who will interact with the student must:Receive a copy of the accommodations planSign the receipt of accommodations form(This indicates they have received a copy of the accommodations/actions and will provided what is necessary to meet the student’s needs. This will also serve as an additional form of documentation.)
24504 Files504 Coordinators will maintain a 504 file for each student. This file should contain all forms, data, receipt of accommodations form, and reports.A copy of the most recent 504 Plan/evaluation/reevaluation needs to be sent to Zenobia Ealy.(fax)
25Manifestation Procedures Students with Section 504 plans also require manifestation determination meetings.All of these procedures apply except students with 504 plans do not qualify for AES services. If the behavior/incident is not a manifestation of the disability, appropriate disciplinary action can proceed and the student can be treated like any other non-disabled student.If the behavior/incident IS a found to be related to the disability, and the student will be over the 10 allowed days, the school may not discontinue educational services. This means that the student MUST be returned to the regular education program in which he/she was enrolled. In addition, a re-evaluation MUST be initiated to determine the need for additional accommodations under Section 504 (including a behavior plan) or evaluation for eligibility under IDEA.Current drug and alcohol use/sale automatically cancels 504 protections.
26What do I need to do NOW?Meet with the 504 Coordinator in your building from last yearObtain all student filesReview the list of students to ensure you have the files for all students in your building.Review the 504 plans to ensure you understand the needs of the studentsMeet with staff members who interact with students and provide them a copy of the accommodations plan. Also have them sign a receipt of accommodations form.Should have taken place prior to school starting
27Annual Review/Reevaluation Suggested TimelineAll students with 504 Plans will have an annual review each year before the end of the first 9th weeks.Students who are 504 eligible had ever-changing needs and requirements and plans should be modified based on those needs.Changes (even if minor) document that the case has been reviewed and the student’s needs have been considered by the 504 team.
29Transfers Into the District If a student has recently received, or is suspected of having recently received, Section 504 support out-of-district, then a referral for Section 504 services must be initiated. Pending the completion of an evaluation and final determination of the student’s need for an annual Section 504 Accommodation Plan, interim Section 504 services may need to be implemented for the student.
30TransfersStep 1: Acquire all 504 records from previous school districtStep 2: Hold Interim Planning Meeting to determine:(a) whether the student has an identified physical or mental impairment;(b) whether the student’s out-of-district accommodations are consistent with federal and district Section 504 standards, appropriate and sufficient, and can be implemented as written in this district; and(c) whether additional evaluation components need to be completedTeam can determine to implement the out-of-district 504 Accommodation Plan as written (complete district evaluation summary and accommodation plan)Team can determine to modify the out-of-district 504 Accommodation Plan (complete the district evaluation summary and accommodation plan)Step 3: Within 30 calendar days, determine district/school eligibility (based on current data)Requires completion of evaluation summary/determination and accommodation plan
31ReevaluationsPrior to making any significant changes in a student’s accommodation plan or educational placement, a Section 504 reevaluation must be conducted to determine the student's educational needs.Significant changes also include “exiting.”Forms/Documentation:Notification of Meeting (with procedural safeguards)Evaluation/Reevaluation Form504 Plan (if determined continued eligibility)
32No Longer EligibleA student may only be exited from Section 504 support under the following circumstances: (a) a temporary impairment, which had educational implications for the student (e.g., injuries sustained in an accident), is no longer present, (b) the student's disability no longer substantially limits his/her major life activities, or (c) the student has been identified as eligible for receiving special education and related services. Sufficient documentation is required to complete the exiting process.See process for “reevaluation” to exit the child
33Needs more than a 504 PlanIf the student’s needs are so extreme as to require special education and related services, a referral to special education must be considered.A 504 accommodation plan should not be developed at this time.Remember a 504 Accommodation plan is the provision of a FAPE. If services under IDEA are needed to provide a FAPE, then a FAPE cannot be lessened to what a 504 can provide.
34Grievance Step 1: Voluntary Grievance Review at the Building Level. File a written complaint with the site 504 Facilitator and/or Principal detailing disagreement and request that the 504 team review the plan in an attempt to resolve the disagreement.The complaint shall be handled promptly, allowing no more than five working days to elapse before a written response is made by the 504 Coordinator or Head Administrator and presented or mailed to the person who issued the complaint.
35Grievance Continued*Step 2: Grievance to the District’s 504 Compliance Officer*Step 3: Request Impartial Due Process Hearing*Step 4: File a complaint with the Office of Civil Rights*Although complainants are always encouraged to attempt to resolve concerns by other dispute alternatives, a complainant’s request for a grievance review under Steps 1 and 2, above, is optional and is not required before requesting an Impartial Hearing or before filing a formal complaint with the Office of Civil Rights
36Questions? Robert Compton, 504 Compliance Officer South Carolina Public Charter School District3710 Landmark Drive, Suite 201Columbia, SC 29204(o)(c)(fax)