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504 Quick Start for School Nurses

504 Quick Start for School Nurses. Presented at OASN Conference Spring 2012 Sara Reith, Ed.S . NCSP www.reithschoolpsychology.webs.com. Session Objectives for the hour. The Law Present Federal law relating to 504 Student candidates Difference between 504 and IEP The Toolkit

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504 Quick Start for School Nurses

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  1. 504 Quick Start for School Nurses Presented at OASN Conference Spring 2012 Sara Reith, Ed.S. NCSP www.reithschoolpsychology.webs.com

  2. Session Objectives for the hour • The Law • Present Federal law relating to 504 • Student candidates • Difference between 504 and IEP • The Toolkit • Cheat sheets • 504 forms • Process timeline • The Examples • Timeline example of start up 504 committee • Case study example of a 504 student • Difference between initial and reevaluations • The Questions

  3. THE LAW: Present Federal Law • 504 is a federal mandate to schools requiring the elimination of discrimination based upon disability. Section 504 of the Rehabilitation Act of 1973 states: “No otherwise qualified individual with a disability shall solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” • Section 504 is a civil rights statute and not a special education statute. (Taken from Neola’s 2010 interpretation of 504 Procedural Rights).

  4. THE LAW: Student Candidates • Any student with a defined disability is eligible as a candidate for service under 504 • “A student qualifies for 504 protection of s/he is determined to have a physical or mental impairment that substantially limits one or more major life activities. • Major Life Activities include, but are not limited to: • Caring for one’s self: performing manual tasks, walking, seeing, hearing, speaking, breathing, working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, communicating, learning, • The operation of major bodily functions: immune system, normal cell growth, digestive, bladder, bowel, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions

  5. THE LAW: Student Candidates • THE PROBLEM: No specific limitations to how we define a disability • THE CHALLENGE: Establish a standardized method of defining and evaluating disability in your school • ONE INTERPRETATION: Use of the Response to Intervention system and present School Health Care plans to establish strong candidates for service. • Find a place to start by looking hierarchically at your “at risk” populations.

  6. THE LAW: Difference between 504 and IEP

  7. THE TOOLKIT: Forms and Cheat Sheets • Start up 504 in your building by creating a Handbook referencing forms and procedures specific to your district • Consult your school’s commissioned law firm to verify their recommendations regarding 504 forms and procedures. • See accompanying handout • Word copies of all forms are available at http://reithschoolpsychology.webs.com/504.htm

  8. THE TOOLKIT: Process Timeline Form 1 Release of Records: 1 Sent by 504 Coordinator to parent to obtain permission to secure a copy of student’s medical diagnosis from his/her primary care physician Form 2 (Suspected Disability Referral Form): Completed by teacher, school employee, or parent initiating the 504 process. Form 3 Prior Written Notice: Completed and sent by 504 Coordinator explaining why child is a candidate for 504 planning Form 4 Consent for Evaluation: 4 Sent by 504 Coordinator to parents to obtain permission to move forward in the ADA process Form 5 Notice of 504 Conference: Completed and sent by 504 Coordinator inviting parent to participate in 504 meeting Form 6 Procedural Information:Sent by 504 Coordinator to educate parents about 504 Form 7 Summary Evaluation Report: Completed by 504 Coordinator using RTI documentation and optional forms such as Form 10 (Learning Evaluation Worksheet) Form 8 Section 504 Plan: Completed Prior to (as a draft) or at 504 Meeting, reviewed annually Form 9 Section 504 Plan Review: Completed annually in the event that accommodation need has not substantially changed. If student need changes, complete F10 and F 13.

  9. THE EXAMPLES: Timeline Start up Steps • Develop a Handbook • Establish a Committee in each Building ( 504 Coordinator, Teachers, School Nurse, School Psychologist, Principal) • Review your “frequent flyers” on safety plans, initiate one 504 evaluation at a time • Use the RTI or IAT system for academic disability referrals • Develop a roster referencing all 504 plans, accommodations, and due dates • Ensure that teachers all get a copy of the final 504 plan • Annually, review each student’s plan

  10. THE EXAMPLES: A Student identified through RTI

  11. THE EXAMPLES: A Student identified through RTI

  12. THE EXAMPLES: A Student identified through a Health Plan

  13. THE EXAMPLES: Initials vs. Reevaluations • Initials: (Complete forms 1-8) • Reevaluations: (Complete forms 3, 5, 6, and 9)

  14. THE QUESTIONS

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