1. 504 PLANS FOR STUDENTS WITH DISABILITIES Accommodations are applicable in the areas of : Curriculum, Day-to-day-day classroom assignments Student assessments (FCAT).

2. 504 PLANS FOR STUDENTS WITH DISABILITIES 1.Appropriate accommodations are developed and documented at each 504 plan meeting in these areas. 2.Upon documentation, it is the responsibility of the staff working with the student to implement the accommodations within the classroom, program, and testing situations (Individuals with Disabilities Education ct-2004) and Section 504 of the Rehabilitation Act of 1973). 3.These accommodations are legally required.

3. 504 PLANS FOR STUDENTS WITH DISABILITIES Staff is expected to… Be aware of the students’ 504 eligibility. Receive copies of students’ 504 plans. Be familiar with the services for which they are responsible. This process occurs at the time of the original 504, its yearly review, and any time the plan is modified.

4. 504 PLANS FOR STUDENTS WITH DISABILITIES These accommodations are for the regular education classroom. The student is not eligible for Special Education services and therefore requires no services from a Special Education teacher. It is the responsibility of the 504 team to ensure that the accommodations are applied in the regular classroom. Who is on the 504 team? Section 504 School Coordinator, the parent/guardian, the ESE Liaison, An Administrator (if pertinent, student’s teacher, a counselor, and any other specialist deemed appropriate.

5. 504 PLANS FOR STUDENTS WITH DISABILITIES Who qualifies for a 504 plan? The following qualify for a 504 plan: ADD/ADHD AIDS Heart Disease Cancer Arthritis Asthma Hemophilia Obesity Alcohol Dependent Chemical Dependent Communicable Diseases Temporary Medical Conditions Behavioral Difficulties Diabetes Learning Difficulties

6. Criteria for Eligibility Diagnosis, documentation of a learning difficulty (psychological evaluation) or documented eligibility for IDEA services. This documentation must substantiate “a physical or mental impairment which substantially limits one or more major life activities; or has a record of such impairment; or is regarded as having such an impairment”. These substantially limited major life activities must interfere with learning.

7. 504 Plan Development Process Review evaluation data. Make a determination of the existence of a physical or mental impairment based on the data reviewed. A medical diagnosis or a physician’s prescription does not by itself establish eligibility. Use evaluation data to determine if a major life activity is being substantially affected by the identified physical or mental impairment. If the student is identified as a qualified disabled person under Section 504, school personnel must: Develop an appropriate plan with the necessary aids, supports and/or services which have a direct relationship to the evaluation data.

8. The 504 Plan Development Process Teachers receive a copy of specific accommodations for the student. Plan Review Yearly. Re-Evaluation every 3 years –Documentation of existing condition must be provided.

9. 504 PLANS FOR STUDENTS WITH DISABILITIES The major differences between IDEA and Section 504 are in the flexibility of the procedures. For a child to be identified as eligible for services under Section 504, there are less specific procedural criteria that govern the requirements of the school personnel. Schools may offer a student less assistance and monitoring with Section 504 because there are fewer regulations by the federal government to instruct them, especially in terms of compliance. In contrast, a child identified for services under IDEA must meet specific criteria. The degree of regulation is more specific in terms of time frames, parental participation, and formal paperwork requirements. http://sss.usf.edu/resources/topic/section504/index.html http://www.ldonline.org/article/Understanding_the_Differences_Betwe en_IDEA_and_Section_504 http://www.ldonline.org/article/Understanding_the_Differences_Betwe en_IDEA_and_Section_504 http://www.hhs.gov/ocr