Section 504

Principals are asked to identify the 504 monitor(s) in their building by the first Friday after school begins. Typically 504 monitors do not change frequently or from year to year, however due to staff transfers, leave of absences, resignations, or retirements there are times when new monitors are identified.

Monitors are asked to notify the parent/guardians of the students whose 504 plans they monitor, within the first three weeks of school.

Principals are responsible for identifying the monitor(s) in their building, they are asked to make this information available to their building secretary or office manager.

While there is not a designated "promotion" day scheduled for 504 monitors from sending/receiving schools to meet, sending monitors are asked to provide information to receiving schools to identify students that receive 504 accommodations.

It is never too early to support your child in developing accountability for their education and the ability to advocate for what they need to experience success in school. It is very important for students to have strong self-advocacy skills developed when they are in high school, as this is critical in college. Section 504 requirements are different at the post-secondary level, there is no requirement for colleges and universities to provide FAPE, and what accommodations they do offer need to be requested by the student.

504 monitors attend a mandatory training each year at the beginning of the year. The training covers legal requirements of The Rehabilitation Act of 1973, Section 504 which includes information on eligibility guidelines, disability, accommodations and the duties of the 504 monitor.

All certificated staff receive an annual training on disabilities at the beginning of the year. As part of this training information on what accommodations are and how they can be delivered is provided. 504 monitors distribute student 504 plans to the general education teachers at the beginning of the year and provide assistance to teachers that may have questions about delivering accommodations.

It is suggested that 504 plans be reviewed annually, although the law does not require formal annual 504 meetings, our district directs monitors to schedule annual reviews. The best time of year to do this is in the first 4-6 weeks of school. You may request a meeting at any time if you have questions about your student's plan or if you feel that accommodations may need to be added or removed.

The law requires that the meeting consist of "at least two people that are knowledgeable about the child." Best practice suggests, and the district encourages, monitors to include the student (when appropriate, and strongly recommended at high school) parents, general education teacher(s) and an administrator or designee at 504 plan review meetings.

You may request a meeting to discuss your child's plan at any time by contacting the 504 monitor overseeing your child's plan.

No, an outside provider's recommendations about accommodations do not guarantee or mandate that they will be provided. An outside provider's evaluation can be shared with the school through the Guidance Team process. If the team suspects that a disability exists and is substantially limiting or impacting a child's ability to access their education they can evaluate the need for a 504 plan, if the student is found eligible the team can consider an outside provider's recommendations in the development of the initial 504 plan.

If you are concerned with issues related to the 504 plan or actions of the 504 monitor, you should speak with the building principal about your concerns.

Accommodations focus on the "how" of what is being taught while modifications change the "what" we teach. Accommodations include an adjustment to the learning environment or to the delivery of instruction. Adjustments may be for time, format, setting, presentation or response. Accommodations are meant to level the playing field for students with disabilities as they allow students equal access to curriculum and learning.  

Accommodations do not change the construct or content of the course. In contrast, modifications create an adjustment to what the student is expected to learn and demonstrate. They change performance criteria and often result in an alteration of the scope of concepts learned and mastered in a course.

You would contact your building principal as a first step. The next level of support would be the Associate Director of Special Services for your Learning Community.

Teachers should receive copies of their student’s 504 plans from the 504 monitor within the first 3 weeks of school.

504 monitors are asked to contact parent/guardians within the first 3 weeks of school, this would be a time for them to confirm that your child’s teacher(s) has received a copy of the plan.

Teachers are expected to offer the accommodations listed in a student's 504 plan.

Yes.

You can request a 504 plan review at any time to discuss your child’s needs. The team can consider the addition of reasonable accommodations to support your student.

Students should not have to ask for their accommodations, teachers should offer the accommodations listed in a student’s 504 plan. However, if a student refuses or states that they do not need the accommodation (as sometimes happens with older students) teachers are not required to “force” the accommodation on the student.

Part of the duties of the building 504 monitor(s) is to check in to assure that accommodations are being provided.

Your first call should be to the building 504 monitor. The next level of support would be the building principal or a building administrator.

Yes! You want to find out before you go if the college cannot accommodate your needs.

Colleges cannot legally ask you about your disability. But applications usually have something called an "additional information" prompt. This is where you can tell your story about your disability and how it affects you, what accommodations you have and how they work for you and how you have responded to your challenge.

You will have to start with the Disability Office (name may vary). In college the burden is on the student to explain what accommodations are needed and why. Once the Disability Office agrees to your accommodations, then they will let you know how to inform your professors (i.e., presenting a document in person or by email).

Email and/or speak with the disability coordinator via Skype to prepare ahead of time for your meeting with them when you visit the campus.

Most colleges today are quite good at handling accommodations, but they can vary greatly in the level of accommodation support offered. Additionally, some professors may need to learn more about why you need your accommodations in order to understand how to grant them.

You need to decide what your own learning style is (do you like sitting in a lecture hall? Are you more of a hands-on type learner?) Where do you want to live for the next 4+ years? What can you afford? Do you want to live in a big or small city? All the questions any other high school student must answer also apply to you.

No, as colleges are not bound by IDEA they will have different requirements for what they require in considering provision of accommodations. Typically a copy of your 504 plan from high school, and or copy of your most recent provider’s report will suffice. But again, each institution is different and you should inquire as to what colleges that you are interested in require.

The only way your professors will know you need accommodations is if you tell them. You need to describe your accommodation and explain why you need it. You do not have to disclose what your disability is.

No. One strategy to consider (carefully though!) is to sign up for more classes than you intend to take and drop the ones where the professor is not a good match. Decide within the first week or you fall behind. And drop the class within the timeline your school gives.