7/7/2014 Section 504 in Robbinsdale Who are our (secondary) 504 students? ——o ‘The typical student on a Section 504 plan is: * White (70%) + Earning average or above average grades (81% with GPA 2.0-4.0) * Diagnosed with ADHD ox) * Receiving a higher percentage of counselor support than the general population (504 student : counselor ratio of ~200:1; ‘general population student : counselor ratio ~450:1) Is this Equitable? WHAT ARE THE IMPLICATIONS FOR BUILDING AND DISTRICT GOALS? HOW DOES THIS IMPACT OUR ACHIEVEMENT GAP? HOW WOULD 504 NUMBERS BE IMPACTED IF SCHOOLS FULLY IMPLEMENTED OUR CHILD. FIND OBLIGATIONS? 15Today's Work © standardizing procedures to equitably support our students with disabilities Standardizing Section 504 Procedures + Response to phsidan/therspint“prseription fora 504 plan + Preenferal expectations in gard to RIT + lity rteria and evaluation procedares Minimal information which willbe considered in ligt determination + Howto eae ia cabs "severely mits" achievement compared to ype] peers Role of Rin evahation> ia stents socedng with Tie ad’ Ter 2 interventions Individuals responsble for evasion deon ait procedures + Re-vahsation expectations “+ Roleof Ri in section 504 elation and plan management + Purpose of 4 plas 1 deni iter Grievance proehies “Role of administration vs. 5 eordnator in ddsion making and oversight + Accountabiity esters for Doe Process Compliance + How to manage sues of eq not request and hil in obigtions| 7/7/2014 16Standardizing Section 504 Procedures Q Messaging for families ‘Special Edueation-> Clarify process for evaluation 504 eligibility aftr special education exit Clarify roe of 504 in any pre-referal for special education ‘Work with spec ed to further define the boundaries of 504 vs. spec ed Ensure consistent messaging regarding Section 304 from spec ed staff Manifestation-Need clear procedures for dealing with isues regarding behavior ‘concerns and meetings + Training and ongoing suppost + Consistency of program changes listed of 504 plans * Support fr students in Tier 1 and Tier 2, prior ta 504 evalustion™> Support through staff development, Academy clases, and leadership + Child Find Section 504 outlines school's responsibilty to engage in Child Find procedures, to identity eligible students and review 504 eligibility for students ‘demonstrating a need. Currently, our 504 Process is driven in large part by parent request. + Data management systems with Infinite Campus Identity 504 Team members at each building and Next Steps: Assemble a team to carefully review, revi&éand edit procedural manual and associated Section 504 documents. Team should include representatives from elementary, middle and high schools who are familiar with Section 504 implementation Arrange legal consult before finalising procedural manual and district forms Formally adopt Section 504 procedures to be implemented ditic-wide Publish and distribute Procedures manual Work with IT to update forms in Infinite Campus ‘rTange training sessions forall members of building 504 Teams ‘Train teachers on legal mandates for implementing Section $04 program changes in dlassrooms 7/7/2014 197/7/2014 Standardizing Section 1504 Program Changes Oo Y ‘Program Changes must be: “+ Necesry for stdoot o ensue nondisrinination (termined by 504 tan) + Reasonable within the constr othe program and staffing + Use dear and ret anguase “Spee end arable rogram chang hat cn be implemented by any aso ‘Program Changes are not: "+ Inston practos that are guaranted as part four Te intron prctices| + Recommendations> Progam changes are mandates ht teachers must allow + iret actions or evo fora student or family as these cannot be gurus the choo + Information abot the student prefered esing se 20In order to proceed, the student should be receiving documented Ter ftinarvectons. 7 Send permission form to parents to evaluate, Complete evaluation within 45 school days of receipt of permission form. | Evaluation includes: see pages 43-50 in manual 504 team reviews eligibility Case manager sends official l Notice to family. | 504 team writes a plan in IC | (see pages 55-63 for er ‘Case manager sends notice of plan to parents and teachers, Complete within 7 schoo! days of eligibility. Parent requests a 504 Provide parent with: FAQ, “What is Section 504” brochure, Release of Information form, Referral form, Notice of Parent/Student Rights, and evaluation checklist. Parent returns Referral form and medical documentation to schoo! Pre-initial evaluation procedures Student SAT team/504 team makes a formal decision to evaluate Evaluation put on hold pendit documented intervention plan Ter il 3-6 weeks per intervention Case manager sends written notice of reasons why evaluation is on hold Write intervention plan within additional days If interventions are ‘working, record additional steps taken If interventions not working, proceed with evaluation ST 12 school days \\. soa ptan oenieo Case manager sends formal notice of reasons ‘why 504 team denied request N If parent grieves, arrange meeting principal and members of 504 team Review plan yearly and reevaluate every 3 years. Reevaluate during transition years (Sth and 8th grade).Section 504 Personal Learning Plans vs. Individual Health Plans (IHPs) ‘Schools are required to comply with Section 504 of the Rehabilitation Act, Personal Learning Plans and Individual Health Plans (IHPs) are both ways to ensure non-discrimination for students with health conditians or disabilities. Personal Learning Plans Process Individual Health Plans (IHPs) Evaluation requested by parent/guardian, teacher, district staff, ete. Formsl evaluation by 504 Team required to determine eligibility € Eligibility > Parent/guardian notification of health condition triggers potential eligibility. Nurse determines if student requires an IHP based on nursing assessment. To ensure students with disabilities have equal opportunity to participate in school programs and extracurricular activities to their maximum extent appropriate to the ability of the student. €Purpose> Individualized health care planning is necessary for the successful management of students with various health conditions so they can fully access and benefit from educational programming. Managed by the 504 Team. | €Management-> ‘Managed by the Nurse. 504 Case Manager informs staff and teachers of required program changes. ‘€ Dissemination of Inforration-> ‘Nurse informs staff and teachers of accommodations necessary for management of health condition, Disability or health condition requires (ors expected to require) program changes for more than six months. €Duration> Per nursing assessment. Building administrator intervenes if staff or teachers are not providing necessary program changes. Coversight-> Building administrator intervenes if staff or teachers are not providing necessary accommodations 504 Team reviews progress yearly. If program changes are insufficient to allow student to access or benefit from education program like typical peers, 504 Tearn will refer to Child Study Team. € Progress Monitoring> IHPs are reviewed at least annually, or sooner as dictated by changes to student's health status. If parent/guardian requests a 504 or the authority of a formal Section 504 plan is necessary to obtain all the necessary accommodations at school, the Nurse will refer to the schoo! 504 team for further evaluation, 504 paperwork (i.e. Notice of Parent/Student rights, 504 FAQ, etc.) will be sent via the building 504 Case Manager, not the Nurse. 504 Team determines the student is no longer eligible for Section 504 or Student becomes eligible for special education ‘€Discontinuation> Nurse determines what medical documentation is required to discontinue a health plan. Updated 6/27/2034 —