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Presentation on theme: "SECTION 504 ADVANCED CAMPUS COORDINATOR TRAINING FOR 2013-2014."— Presentation transcript:


2 Introduction  Campus 504 Coordinators must be able to demonstrate that they have been trained in the regulations and requirements of Section 504 of the Rehabilitation Act and the district guidelines for implementation.

3 The Literacy Interventionist is not the “gatekeeper” for assessment Decisions to evaluate for Dyslexia should be Made by the RTI committee or the 504 committee Dyslexia

4 What is the definition of a disability under Section 504?

5 Definition of a Disability Disabled person means any person who: (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such impairment, or (iii) is regarded as having such an impairment

6 Is This a Disability? 4 th Grade student is making good progress in all her classes. Parent provides a letter from the student’s physician stating that the student has ADHD and is entitled to 504 Accommodations and Protections.

7 Is This a Disability? Parent of 7 th grade student reports that her son is allergic to ants and gets red itch bumps anytime that he is stung.

8 Is This a Disability? Student is receiving counseling and medication outside of school for stress disorder?

9 Is This a Disability? Student is injured in a football game and brings a note on Monday signed by the physician recommending restrictions on physical activity, task requiring prolonged concentration, and any prolonged exposure to technology devices.


11 LISD Guidelines for Concussions 1. In most cases a concussion is a temporary condition and does not require a 504 meeting. If the effects of the concussion exceed 6 weeks or are so severe that it impacts the student’s attendance or education in a way that would require substantial modification or specialized instruction then a referral to special ed or 504 might be necessary.

12 LISD Guidelines for Concussions 2. If the student brings a note from a physician or clinic with recommendations for classroom accommodations and playing restrictions, the note MUST be signed and discussed by the RTI committee to determine which educational recommendations are appropriate for the student. The sports/physical activity restrictions will be implemented as stated on the note until a release is obtained. If there are questions regarding the note from the physician, the campus nurse should contact the physician to clarify the information.

13 LISD Guidelines for Concussions 3. When reviewing the requested accommodations it is important to obtain information from the parent(s) as well as the student as to how the concussion has affected the student throughout his/her daily life. It would be important to know if the student is experiencing difficulty concentrating, are they driving, are they restricted to home and school, are they participating in any other activities, do they tire easily, do they have headaches, etc… In most cases, educational modifications should not be needed if the student is only experiencing symptoms at school and not impacted in other activities throughout their day.

14 LISD Guidelines for Concussions 4. In general, when a student is released to return to physical activity there should also be a removal of any educational accommodations in the classroom. ALL educational accommodations must got through the RTI committee. The RTI committee must document all accommodations on the RTI documentation forms and should monitor the accommodations at least on a bi-weekly basis. Accommodations should be put in place for the student that are necessary for the student to participate in his/her education.

15 LISD Guidelines for Concussions Continued: Incompletes should not routinely be given during this time period unless it is determined necessary by the RTI committee. Make-up should follow regular campus guidelines unless the student is struggling completing the make-up work because of the symptoms related to the concussion. The RTI team will need to make that determination based on teacher input as well as input from the parent and the student. UIL eligibility will be an issue if student has many Incompletes.

16 UIL guidance:  According to the TEA-UIL Side by Side Manual:  Under what conditions may a student receive an incomplete grade and how does it affect eligibility?  A student with an “Incomplete” grade is ineligible at the end of the seven day grace period unless the “Incomplete” was replaced with a passing grade prior to the end of the seven day grace period. Students with an “Incomplete” grade either within or beyond the end of the seven day grace period may regain eligibility if the work is made up in accordance with district policy in regard to time allowed for make-up work and the conditions under which make-up work are allowed.  The ARD committees set the conditions in the IEP that cause a student to be eligible or ineligible for no pass, no play. Students are eligible if they meet those conditions and ineligible if they do not meet the conditions. In the event the ARD committee did not make any special provisions in a specific class, the student must have a grade of 70 or higher to remain eligible. In the event the school failed to make modifications put in place by the ARD committee, consideration should be given to the following information. 

17 UIL continued….  According to TEA Office of Legal Services:  Retroactive eligibility must be based on the following: the student’s performance must have been directly attributable to the failure to provide the necessary modifications and the ARD Committee must be convened at once to provide the necessary modifications and to arrange for necessary compensatory services. Also, this situation must be considered highly unusual and should not be permitted to become a pattern. The school is cautioned that if such a pattern develops, the Agency will investigate and take the appropriate action.  In the event an Agency investigation revealed any improper action was taken inorder to reinstate athletic eligibility, the minimum UIL penalty would be to forfeit any contest in which the student participated.  ARD committee permitting additional time for completing course work: If the ARD committee has determined that the IEP shall follow this course, a clearly defined time period for the student to turn in assignments should be set.  Unless the IEP provides otherwise, the student would not be considered ineligible until the additional time allowed to turn in the assignments has passed.  If the student regains eligibility, all provisions of the seven calendar day waiting period before actual participation resumes is in effect. 

18 Food Allergies SB 27 : Requires that school districts develop and implement a Food Allergy Management Plan Board Policy: Department of State Health Services Guidelines:

19 Does the District have to provide special food for students with food allergies? Maybe: For students eligible for free or reduced lunch, the USDA says, “U.S. Department of Agriculture’s (USDA) nondiscrimination regulation (7 CFR 15b), as well as the regulations governing the National School Lunch Program and School Breakfast Program, make it clear that substitutions to the regular meal must be made for children who are unable to eat school meals because of their disabilities, when that need is certified by a licensed physician.”

20 Food Allergies, continued…. Substitutions for food on the meal plan must be made by the physician, not by the school employees or cafeteria workers or the parent. USDA Guidelines:

21 Skyward Entering data into Skyward Dyslexia data into Skyward

22 What would you do? Group Activities


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