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DoDEA 504 Accommodation Plans. Kaisersalutern District Ramstein & Kaiserslautern Schools School Counselors, Nurses & Psychologists DoDDS-Europe April 3, 2013. DoDEA AI 2500.14 Nondiscrimination and 504 Accommodation on the Basis of Disability in DoDEA.

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dodea 504 accommodation plans

DoDEA 504Accommodation Plans

Kaisersalutern District

Ramstein & Kaiserslautern Schools

School Counselors, Nurses & Psychologists

DoDDS-Europe

April 3,2013

dodea ai 2500 14 policy nondiscrimination
DoDEA AI 2500.14: Policy Nondiscrimination

“A student with a disability, or who has a record of a disability, or is regarded as having a disability,

shall not be excluded from participating in, or be denied the benefits of, any DoDEA education program or activity;

or be subjected to discrimination based solely on a disability.”

dodea ai 2500 14 policy accommodation
DoDEA AI 2500.14: Policy Accommodation

“DoDEA schools will provide a free appropriate public education (FAPE):

-to students with disabilities

-by implementing reasonable 504 Accommodations

-upon establishing a student has a disability requiring such 504 Accommodation.”

p.2, 4.b

school responsibilities principals
School Responsibilities Principals
  • Establish Accommodation Teams & Team Leaders at beginning of school year
  • Make adequate resources available
  • Review accommodation plans annually
  • Inform teachers of students 504 plans
  • Receive and resolve parent concerns
  • Post notices of nondiscrimination

p.5-6

school responsibilities a ccommodation teams
School Responsibilities Accommodation Teams
  • Process referrals & evaluate records
  • Determine eligibility
  • Prescribe 504 accommodation plans

Leader:

    • Coordinate all aspects of accommodation team process
    • Document decision in writing and provide copy to parent
    • Ensure minutes of meetings are recorded
    • Secure all notices & consents to parents, sponsors, guardians

p.6-7

school responsibilities educators
School Responsibilities Educators
  • Implement accommodations
  • Participate in accommodation teams
  • Assist administration in resolution of complaints
identifying students with disabilities initial identification
Identifying Students with Disabilities Initial Identification
  • When: Any time
  • By Whom: Parent, teacher, student, counselor, nurse

school or medicalpersonnel, community

agency

  • Identify What: Student’s substantially limited performance in one or more major life activities believed to be caused by physical/mental impairment; or

Student records or documents that student has a record of, or regarded as, having a physical/mental impairment

referrals for accommodations when should a student be referred
Referrals for AccommodationsWhen should a student be referred?
  • Enrolls with a 504 Accommodation Plan;
  • Has a major health concern, especially if documented on an Individual Health Plan (IHP), that is suspected of substantially limiting major life activity;
  • Requires physical accommodations to access the school;
  • Continues to display academic and/or behavior problems after receiving SST services; or
  • Has been referred to the CSC but the student is ineligible or will not be evaluated
referrals for accommodations refer for 504 plan or iep
504

Enrolls with a 504 Plan

Major health concern

Requires physical accommodations for access

Academic/Behavior problems after receiving SST services

Determined ineligible for special education or decision not to evaluate

IEP

Enrolls with an active IEP

Enrolls with an expired IEP

Enrolls with a partially completed evaluation for special education

Shows poor academic performance and failed response to intervention

Referrals for AccommodationsRefer for 504 plan or IEP?
referrals for accommodations evaluation information
Referrals for AccommodationsEvaluation information

The 504 Accommodation Team will evaluate the student’s needs and may consider:

-Records -Observations -Teacher Reports

-Informal/Formal Assessments

*The Accommodation Team may request additional assessments and should develop an assessment plan, obtain parent consent, and provide at no cost to the parent*

eligibility determination questions
Eligibility DeterminationQuestions
  • Does the student have a physical or mental impairment?

- “physiological disorder or condition, cosmetic disfigurement, anatomical loss affecting body system, mental or physical disorder”

Mental or physical impairments are not

limited to specific diseases or categories of

medical conditions.

  • Does the impairment substantially limit a major life activity?

- “barrier to student performing major life activity (seeing, hearing, eating, thinking, concentrating, etc.) compared to other students

NB: If both, “YES,” student is eligiblefor accommodations

slide13
AND
  • Disability must be the reason why the student cannot equally access from the school’s program and services.
  • Think: “Level Playing Field”
  • Access vs. Educational Benefit
  • Wheelchair example
  • ADHD example
what does substantially limit mean
What does “substantially limit” mean?
  • Simply having a disability or condition does not automatically qualify a student for a DoDEA Accommodation Plan.
  • The condition or disability must be a barrier to the student performing one or more major life activities as compared to an average student in the general population.
  • This may be evaluated by considering the manner, conditions, and duration in which a student performs a major life activity in comparison to how non-disabled students perform the same activity.
what is a major life activity
What is a major life activity?
  • Major life activities are basic activities that the average person in the general population can perform with little or no difficulty.
  • Major life activities include, but are not limited, caring for oneself, walking, seeing, hearing, speaking, breathing, performing manual tasks, and learning.
who is responsible for implementing the dodea accommodation plan
Who is responsible for implementing the DoDEA Accommodation Plan?
  • Each DoDEA school is responsible
  • A school may elect to use an existing educational team, (other than the CSC)
    • Parents/guardians will participate on these teams to the greatest extent possible.
  • The local team reviews the nature of the student’s impairment to determine how it affects his or her access to educational programs and activities.
  • If the team determines that the student’s impairment substantially limits a major life activity, he or she will be identified as a qualified student with a disability.
slide17
The local team will then proceed to develop an individualized DoDEA Accommodation Plan outlining necessary accommodations to ensure the student has educational opportunities and benefits equal to those provided to non-disabled students.
  • In DoD schools, the GENERAL EDUCATION STAFFis responsible for reviewing 504 eligibility for students and for developing and implementing DoDEA Accommodation Plans.
changes in the 2009 dodea ai 2500 14
Changes in the 2009 DoDEA AI 2500.14
  • SST & 504 not necessary prerequisite for CSC referral
  • When in doubt in the presence of a suspected disability, use the CSC process
  • Describes the 504 meeting as an eligibility meeting
  • Specifically refers to eligibility questions
  • “unduly burdensome” determined by DoDEA OGC
  • Refers to new Disciplinary Reg and Manifestation Determination meetings, outcome is different for 504s and IEPs
  • In 2012, 504 Form was revised
what are some examples of reasonable accommodations
What are some examples of reasonable accommodations?
  • Accommodations include adaptations and modifications that a student may need to participate in DoDEA programs and activities.
  • Most reasonable accommodations will occur in the student’s general classroom and involve minor adjustments that enable the student to obtain equal access to learning opportunities.
  • Reasonable accommodations may include, but are not limited to, a change is the student’s seating arrangement, visual aides, large print educational materials, use of video recordings, and extended time to complete specific tasks.
status report 504 accommodation plans dodds europe as of 5 nov 2012 n 319 by impairment
Status Report 504 Accommodation PlansDoDDS-Europe as of 5 Nov 2012 n= 319By Impairment
  • Hearing 12 4%
  • Vision 7 2%
  • Asthma 4 1%
  • Seizure Disorder 11 3%
  • Severe Allergy 5 2%
  • Diabetes 10 3%
  • Heart Condition 0 0%
  • Digestive Disorder 2 1%
  • Cerebral Palsy 0 0%
  • ADD/ADHD 201 63%
  • Dyslexia 17 5%
  • Communication 2 1%
  • Anxiety 25 8%
  • Depression 8 3%
  • Oppositional Defiant Disorder 2 1%
  • Other 81 25%

People may select more than one checkbox, so percentages may add up to more than 100%.

status report 504 accommodation plans dodds europe as of 5 nov 2012 n 319 accommodations
People may select more than one checkbox, so percentages may add up Status Report 504 Accommodation PlansDoDDS-Europe as of 5 Nov 2012 n= 319Accommodations

Preferential seating 167

Extended time for testing up to 150% 158

Testing in small groups/distraction-free 112

Check for understanding/attention 91

Verbal and visual cues90

Daily agenda/planner/assignment sheet check 90

Shortened assignments 80

Task broken down into shorter steps/assignments 64

Extended time for task completion 135

Use of assistive technology 42

change of response mode 8

Accommodate for specific allergies 5

slide23
Are reasonable accommodations available during DoDEA system-wide assessments such as the TeraNova exam?
  • Yes, but only if the accommodation is documented in the student’s DoDEA Accommodation Plan or has been used routinely in the student’s educational program
  • And is allowed by the test manual
504 plans and efmp coding
504 Plans and EFMP Coding
  • Does not directly apply to all students on 504 Accommodation Plans
  • A special medical need is determined by threshold criteria for each condition
  • It is the responsibility of the sponsor/parent to know the thresholds
  • For 504 plans, the Coding form only requires checking the box and attaching the 504 plan
extended time accommodation issues
Extended Time AccommodationIssues
  • Extended time often helps students regardless of their disability status.
  • It can change the proper interpretation of students’ test scores.
  • Decisions about it are not made consistently.
  • Other interventions may help to decrease students’ reliance on it.
frequently asked questions
Frequently Asked Questions
  • Q: When working on a 504 plan for a student, do all core teachers have to be present at the meeting?
  • Q: Can a 504 plan be developed for a student that is suspected of having an impairment or is possibly impaired, but has not been evaluated?
  • Q: How recent must an evaluation be?
  • Q: May personnel resources be allocated on a 504 plan?
  • Q: Can a 504 Plan be used as a basis for graduation requirement waivers?
top 5 points to take away
Top 5 Points to Take Away
  • 504 plans are designed to ensure ACCESS by leveling the playing field
  • Students with good grades might still experience barriers to access, and could be eligible
  • Like the SST, 504 Team is General Ed (not Special Ed),identified at beginning of the year, with leader(s) selected.
  • Alert nurses to 504 protections for students on Individual Health Plans
  • In regard to Discipline and Attendance Policies, students with disabilities may have 504 protection even without a 504 Plan.
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