Section 504

1. Section 504 It’s the Law

2. Where does Section 504 come from: • Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED).

3. The Section 504 regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met.

4. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment.

5. Accommodations: Definition: Adjustment of differences; Reconciliation.

6. Accommodations and How to Implement them • 504 Students cannot go to CM (Content Mastery) at anytime for any reason.

7. Oral Testing • Students who have “Oral testing” as an accommodation cannot be sent to CM, and should not be sent to the Counseling office to have a test read. This accommodation is best addressed with the use of “Audacity” (with file saved on jump drive, netschool, etc.) Contact Marci Conrad if you need help. (Mconrad@nisdtx.org, or Ext. # 85616

8. Quiet Place to Test • If a student needs a quiet place to test, they can be sent to the counseling office. However, please understand, there will not always be someone available to monitor them while they are taking the test.

9. Preferential Seating • This is designated so that you as the teacher can assign them to any location in your classroom which you deem as optimal for their learning. It may not always be at the front of the room, and it does not mean the student should designate where they want to sit.

10. Copy of Class Notes • This accommodation is in place for many of our Dyslexic students who have difficulty copying notes correctly. This can be accomplished in several different ways. • You can provide the student with a hard copy, place the notes on your netschool page for access, or have the student (or you) take a picture of your notes from the white board with their cell phone or other device and save the picture.

11. Extended Time • This is primarily for tests and quizzes, unless designated otherwise. If a student needs extra time this may be expected to be done in tutorials, or at lunches.

12. Breaking Up Long Assignments/ Instructions • Many students have difficulty with organization (especially those with ADD/ADHD). If your instructions for an assignment are detailed, these students may need a step by step printed version. If the assignments cover an extended length of time, these students may need extra specific deadlines given to them throughout the assignment period, giving portions of the assignments which are due at certain points.

13. Organizational Strategies • Again, these students are often those with ADD/ADHD. Due to their lack of focus, they struggle with organizing their academic endeavors. Examples of helpful organizational tools include: (Digital Sticky notes, Blank graphic organizers/thinking maps, assignment notebook, etc.) You will be responsible for showing the student how to use it.

14. Use of Word Processor • This is most common with our dyslexia students or students who have a physical disability which makes it difficult to write. They should be provided the opportunity to complete written portions of tests/assignments on a word processor.

15. Printed Copy of Assignments/Tests • Many students have trouble transferring information from, or into a computer. If a student has this accommodation, you must provide them with a hard copy of the required work. You should be able to print out any online assignment/test.

16. Opportunity to Answer Verbally • Many students have difficulty transferring their thoughts/knowledge to paper. A student with this accommodation must be provided the opportunity to provide their answers verbally. This can be achieved through tutorials, lunch, etc. so that it does not disrupt the normal classroom environment.

17. * DO NOT suggest a diagnosis to a student or their parent. (ex. ADD/ADHD, Depression, Bipolar, etc.) We as educational professionals don’t have the training to assess these things. If you have a concern regarding the possibility of one of these, please contact your student’s counselor to discuss it further.** If this occurs the district can be liable for the testing needed to diagnose the student.

18. You may see many other accommodations. We listed only the most commonly used in this presentation. If at anytime you need help with how to implement an accommodation in your classroom, please contact your student’s counselor and we will be glad to help.

19. Alicia Edwards, 11th – 12th, A–FExt. # 85672Chris Bell, 11th – 12th, G–NExt. # 85741Nedra Simmons, 11th – 12th, O-ZExt. # 85711Paige Smith, 9th – 10th, A–FExt. # 85689Leah Berry, 9th – 10th, G–NExt. # 85794Shana Greenwood, 9th – 10th, O-ZExt. # 85674

20. Resources: • http://www2.ed.gov/about/offices/list/ocr/504faq.html • http://www.ed.gov/policy/rights/guid/ocr/disability.html