Section 504
Program Summary
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against persons with disabilities. This federal civil rights law requires that students with disabilities receive a free and appropriate education. Students with a physical or mental impairment limiting one or more major life activities may qualify for a 504 plan.
To determine 504 eligibility, a student must demonstrate, as a result of an evaluation, to have a physical or mental disability/impairment (or having a history of a physical or mental disability/impairment) that substantially limits one or more major life activities. A major life activity includes the following: caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, working, and learning.
At Georgia Cyber Academy, we are committed to providing all our students with an exemplary, individualized, and engaging educational experience. This policy and procedure manual has been created to assist staff working with our families who may need a 504 plan for their children.
- Legal Overview
- Roles and Responsibilities
- Glossary of Commonly Used Terms
- 504 Processes and Procedures
- Accommodations Manual
- Supporting 504 Students
- Frequently Asked Questions about 504
Legal Overview
According to the Office of Civil Rights (OCR), “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). Section 504 provides: ‘No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his 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.’” (U.S. Department of Education, 2018)
Roles and Responsibilities
Section 504 Supervisor
The Section 504 District Supervisor is a highly qualified, state-certified educator responsible for ensuring students with disabilities, identified by Section 504, are receiving specific and individualized course content based on their 504 Plan in an online environment.
Responsibilities
- Utilizes Child Find and similar services to pull new 504 plan referrals; schedules and facilitates meetings; follows up with all three grade bands.
- Plans and facilitates all 504 district trainings
- Conducts bi-weekly meetings with School Level Coordinators
- Addresses teacher and administrator concerns promptly
- Assists School Level Coordinators with any 504 inquiries
- Receives and distributes transfer plans from previous schools
- Ensures implementation of the school district-approved 504 process
- Collects and maintains all 504 data
- Ensures 504 plan accommodations are updated in the testing platform and coded before testing
- Serves as Point of Contact (POC) for 504 questions during state testing
- Maintains the GCA 504 Manual
- Collects data for monthly reports
- Attends all school and district meetings
Section 504 School Level Coordinator
The Section 504 School Level Coordinator is a highly qualified, state-certified educator responsible for ensuring students with disabilities, identified by Section 504, are receiving specific and individualized course content based on their 504 plan in an online environment.
Responsibilities
- Facilitates school-level 504 plan renewal meetings and plan transfer meetings;
- Facilitates the collection and maintenance of student medical documentation; uploads documentation into Infinite Campus;
- Ensures testing accommodations are up-to-date and uploads plans for State Testing
- Responds to flags in Infinite Campus and online platforms;
- Communicates with parents/Learning Coaches, and teachers regarding all 504 inquiries
- Conducts classroom visits to monitor the implementation of 504 plan accommodations for students;
- Receives and uploads medical forms for eligibility;
- Facilitates school-based teacher training and answers questions when necessary;
- Attends weekly open offices with the compliance specialist to review data for students;
- Attends monthly and weekly district, school, and department meetings;
- Provides communication and updates regarding 504 to teachers via the school newsletter and/or email blasts;
- Prepares data and attends monthly data meetings and updates information;
- Meets with school-level leads, administration, collaborating teachers, students, and parents/Learning Coaches to discuss student progress and instructional support through examination of the 504 plan
Glossary of Commonly Used Terms
Terms From Georgia Department of Education Website
Accommodation: An accommodation is a change in how or where your child is taught—or the materials used for teaching. Accommodations can help kids who are struggling to work around their weaknesses. For instance, kids with trouble writing may be allowed to answer test questions orally. Even with accommodations, kids are expected to learn the same content as their peers.
Americans with Disabilities Act (ADA): This federal civil rights law prohibits discrimination against individuals with disabilities. It covers schools, the workplace, and public places. ADA works in tandem with Section 504. Section 504 applies only to K–12 public schools. If your child has a disability, ADA will cover him in the workplace and as an adult.
Disability: Section 504 defines a disability as a physical or mental impairment that substantially limits a person’s ability to participate in a major life activity, such as learning. Section 504 has a broad definition of “disability.” This is why kids who aren’t eligible for an Individualized Educational Program (IEP), including some children with ADHD, might be eligible for a 504 plan.
General education curriculum: This is the knowledge and skills all students must master. The curriculum varies from state to state. The goal of Section 504 is to make sure that students with disabilities have access to or can take part in the general curriculum.
Least restrictive environment (LRE): Students with disabilities must be taught in the same setting as students without disabilities as much as possible. The school must offer services or support to help them succeed in a general education classroom.
Major life activities: These can include learning, reading, thinking, writing, and concentrating. A child’s disability may substantially limit one or more major life activities. If this is the case, they need to be addressed in the 504 plans.
Modification: A modification is a change in what a student is expected to learn. For example, instead of reading a book at his grade level, your child might read a book written for two grade levels lower. Generally, a child who needs modifications would have an IEP, not a 504 plan.
The Rehabilitation Act of 1973: A civil rights law that prohibits disability discrimination. It requires reasonable accommodations for people with disabilities. Section 504 is the part of this law that applies to public K–12 schools.
Supplementary aids and services: These are supports to help a child learn in the general education classroom. Examples are equipment or assistive technology, such as audiobooks or highlighted classroom notes.
504 Processes and Procedures
Child Find
Child Find
According to Section 504 of the Rehabilitation Act of 1973, the District has a responsibility to identify, refer, evaluate, and, if eligible, provide a free, appropriate public education to disabled students who do not fit the criteria to qualify for Special Education services. For additional information about the rights of parents of eligible children or for answers to any questions you may have regarding eligibility and placement into Section 504 programs, please contact the District’s Section 504 Supervisor.
The purpose of the 504 plan is to provide legal accommodations for disabled students who do not fit the criteria to qualify for Special Education services. A student who may need accommodations within the intent of Section 504 is one who:
- Has a physical or mental impairment that substantially limits one or more major life activities, including, but not limited to, learning, reading, thinking, concentrating, and communicating. A major life activity also includes the operation of a major bodily function.
- Has a record of such impairment; or
- Is regarded as having such an impairment.
504 services are available to disabled students not served under special education and IDEA. To qualify under 504:
- A student must have a documented disability (i.e., a doctor’s note regarding ADHD or another physical or mental condition, a psychological report, a vision-eye report, etc.)
- There must be proof this disability substantially limits a major life activity.
Georgia Cyber Academy District Child Find Procedures include:
- Online Registration (OLR) questions that address previous diagnoses or Section 504 Plans.
- Announcements will be made on the GCA website and other media.
- Periodic emails to GCA families.
- Inquiries are received from GCA parents/legal guardians and staff members.
504 Referrals
- Suppose a staff member learns that a child may have a physical or mental impairment. Then, the staff member should determine how this condition impacts the student’s ability to access education.
- The staff member should complete the Staff Referral for Student Support Survey immediately.
- The Inquiry Specialist will contact the student’s parent or legal guardian and schedule a 504 Informational meeting within ten days of receiving the referral. The Inquiry Specialist will email the parent/LG a Notice of Meeting and document the contact in Infinite Campus.
- During the 504 Informational Meeting, the Inquiry Specialist will listen to the parent/LG's concerns and share information regarding Section 504 and GCA's 504 eligibility process. The Inquiry Specialist will document the meeting's discussion on the student's 504 Informational Meeting form.
- Following the meeting, the Inquiry Specialist will email the parent/LG a copy of the meeting notes and a copy of the GCA Medical form.
- Until appropriate medical documentation is received or until the parent/LG declines the 504 process, the Inquiry Specialist will follow up with the parent/LG every ten days by email, reminding them to send medical documentation to continue the 504 process.
- Once appropriate medical documentation is received, the 504 School Level Coordinator will schedule a 504 eligibility meeting with the parent/LG to determine program eligibility.
Informational Meetings
When a parent requests additional support for a student, an Instructional Support Services team member should schedule an Informational meeting with the parent. If the concern is medical only, the Inquiry Specialist can schedule, hold, and document the 504 Informational meeting. If the parent/LG's concern is medical and academic, the Inquiry Specialist may have a joint Informational meeting to determine the next steps of support for the student.
Making a 504 Referral in Infinite Campus
All 504 referrals for initial meetings will be input into the 504 Module in Infinite Campus by the 504 Coordinator or the 504 Supervisor.
Requests for 504 Evaluation
The District recommends that the parent submit appropriate medical documentation of the student’s diagnosis(es), which details how the condition impacts the student’s access to learning. The 504 Coordinator and/or the District 504 Supervisor will review all paperwork and submit a 504 Meeting Referral to request a meeting; evaluations can consist of reviews of current student data and/or formal academic & behavioral testing. If no formal testing is required to support eligibility, the School Level Coordinator and/or the District 504 Supervisor should schedule a 504-eligibility meeting.
Evaluation Process
According to the U.S. Department of Education, Office of Civil Rights, determining whether a child is a qualified disabled student under Section 504 begins with the evaluation process at the elementary and secondary school level. Section 504 requires the use of evaluation procedures that ensure that children are not misclassified, unnecessarily labeled as having a disability, or incorrectly placed based on inappropriate selection, administration, or interpretation of evaluation materials.
What is an appropriate evaluation under Section 504?
Recipient school districts must establish standards and procedures for initial evaluations and periodic re-evaluations of students who need or are believed to need special education and/or related services because of disability. The Section 504 regulatory provision at 34 C.F.R. 104.35(b) requires school districts to individually evaluate a student before classifying the student as having a disability or providing the student with special education. Tests used for this purpose must be selected and administered to ensure that the test results accurately reflect the student's aptitude or achievement, or other factor being measured rather than the student's disability, except where those are the factors being measured. Section 504 also requires that tests and other evaluation materials include those tailored to evaluate the specific areas of educational need and not merely those designed to provide a single intelligence quotient. The tests and other evaluation materials must be validated for the specific purpose for which they are used and appropriately administered by trained personnel.
How much is enough information to document that a student has a disability?
At the elementary and secondary education level, the required information is determined by the multi-disciplinary committee gathered to evaluate the student. The committee should include persons knowledgeable about the student, the meaning of the evaluation data, and the placement options. The committee members must determine if they have enough information to make a knowledgeable decision as to whether or not the student has a disability. The Section 504 regulatory provision at 34 C.F.R. 104.35(c) requires that school districts draw from various sources in the evaluation process to minimize the possibility of error. The information obtained from all such sources must be documented, and all significant factors related to the student's learning process must be considered. These sources and factors may include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior. In evaluating a student suspected of having a disability, it is unacceptable to rely on presumptions and stereotypes regarding persons with disabilities or classes of such persons. Compliance with the IDEA regarding the group of persons present when an evaluation or placement decision is made is satisfactory under Section 504. (Protecting Students With Disabilities. (2018, September 25). Retrieved May 05, 2019, from (U.S. Department of Education 2018)
Annual Reviews
An annual review meeting will discuss and document possible student accommodation plan updates. This meeting must occur at least annually. At the beginning of the school year, the 504 SLC will schedule meetings with new enrollees' parents/legal guardians to transfer students’ 504 accommodation plans to GCA. Within the first semester of the school year, the 504 SLC will schedule review meetings for all returning GCA students to review students’ progress and accommodations. If there has been a change in the student’s medical condition, the parent should submit updated documentation before the meeting to consider updating the student’s accommodations.
Grievance and Complaints
Georgia Cyber Academy's policy is not to discriminate based on disability. Georgia Cyber Academy has adopted an internal grievance procedure providing prompt and equitable resolution of complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) of the U.S. Department of Health and Human Services regulations implementing the Act. Section 504 prohibits discrimination based on disability in any program or activity receiving Federal financial assistance. The Law and Regulations may be examined in the office of the Instructional Support Services Director and/or the Section 504 Supervisor, who has been designated to coordinate the efforts of Georgia Cyber Academy to comply with Section 504.
Any person who believes she or he has been subjected to discrimination based on disability may file a grievance under this procedure. Georgia Cyber Academy may not retaliate against anyone who files a grievance or cooperates in the investigation of a grievance.
Procedure:
- Grievances must be submitted to the Instructional Support Services Director and/or the Section 504 Supervisor within 30 days of the date the person filing the grievance becomes aware of the alleged discriminatory action.
- A complaint must be in writing, containing the name and address of the person filing it. The complaint must state the problem or action alleged to be discriminatory and the remedy or relief sought.
- The Instructional Support Services Director and/or the Section 504 Supervisor (or her/his designee) shall investigate the complaint. This investigation may be informal, but it must be thorough, allowing all interested persons to submit evidence relevant to the complaint. The Instructional Support Services Director and/or the Section 504 Supervisor will maintain Georgia Cyber Academy's files and records relating to such grievances.
- The Instructional Support Services Director and/or the Section 504 Supervisor will issue a written decision on the grievance no later than 30 days after it is filed.
- The person filing the grievance may appeal the decision of the Instructional Support Services Director and/or the Section 504 Supervisor by writing to the Superintendent within 15 days of receiving the Instructional Support Services Director and/or the Section 504 Supervisor’s decision. The Superintendent shall issue a written decision in response to the appeal no later than 30 days after its filing.
- The availability and use of this grievance procedure do not prevent a person from filing a complaint of discrimination based on disability with the U.S. Department of Health and Human Services, Office for Civil Rights.
Georgia Cyber Academy will make appropriate arrangements to ensure that disabled persons are provided with other accommodations, if needed, to participate in this grievance process. Such arrangements may include, but are not limited to, providing interpreters for the deaf, providing taped cassettes of material for the blind, or assuring a barrier-free location for the proceedings. The Instructional Support Services Director and/or the Section 504 Supervisor will be responsible for such arrangements.
Accommodations Manual
Research
Accommodations: General program accommodations/adjustments or services are always made on a case-by-case basis and are individualized. Accommodations are to be reasonable and are intended to provide persons with disabilities compensation for their functional limitation(s) due to a mental or physical impairment. Where Section 504 is concerned, accommodations are made to bring a student with a disability to the same starting point as a non-disabled student.
Commonly Used Accommodations
Allergies
- Possible Accommodation and Strategies:
- Small group or Individual work environment as needed
- Extended Time
- Frequent monitored breaks
- At Home Strategies:
- The student will self-manage to ensure a clean work environment.
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
- Medical Health Plan:
- Allergy statement: There is no guarantee that students will not come into contact with allergens at state testing.
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
- In case of a severe allergic reaction, call 911
Arthritis
- Possible Accommodation and Strategies:
- Small Group
- Preferential Seating
- Extended Time
- Frequent monitored breaks
Use modified physical education assignments/activities.
- At Home Strategies:
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
Asthma
- Possible Accommodation and Strategies:
- Preferential seating
- Small group
- Frequent monitored breaks
- Extended time
- Optimal time of day for instruction
- Medical Health Plan:
- There is no guarantee that students will not come into contact with allergens at state testing.
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
ADHD
- Possible Accommodation and Strategies:
- Small group or Individualized work environment
- Preferential seating
- Frequent monitored breaks
- Extended time
- Instructions will be repeated and/or paraphrased for clarity.
- Optimal time of day for instruction
- Adaptive furniture: Chewelry, fidget spinner, balance ball.
- At Home Strategies:
- Block Schedule
- Print slides from each class to use for taking notes
- Seat student away from distractions (video games, TV, extra noise)
- Use of a timer to help student stay on task
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Provide a quiet work space for your student.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
- Use incentives to help reinforce positive behaviors.
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
- Reinforce self-advocating behaviors.
Bipolar Disorder/Schizophrenia
- Possible Accommodations and Strategies:
- Small group or individual instruction will be provided when needed.
- Extended time
- Frequent monitored breaks
- Based on a documented diagnosis, the student can supplement instruction with recordings when needed. The student will email the teacher and access recordings within 24 hours of a missed session.
- Examiner familiar to student (for state testing)
- At Home Strategies:
- Provide a quiet workspace, free from distractions.
- Block scheduling or chunking assignments.
- Utilize recordings if repetition of instruction is needed.
- Reinforce self-advocating behaviors.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
Cerebral Palsy
- Possible Accommodations and Strategies:
- Teachers will be aware of health care needs.
- Preferential seating – Student must be seated in an area accommodating his/her wheelchair or other adaptive needs.
- Use modified physical education assignments/activities.
- Small group or individual instruction will be provided when needed
- Frequent monitored breaks
- At Home Strategies:
- Provide a quiet work space for your student.
- Write or print out daily assignments.
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Reinforce self-advocating behaviors.
Cystic Fibrosis
- Possible Accommodations and Strategies:
- Based on documented diagnosis, the student can supplement instruction with recordings when needed.
- Extended time
- Frequent monitored breaks
- Small group instruction will be provided when needed.
- At Home Strategies:
- Provide a quiet work space for your student.
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Communicate with teachers how the condition is managed with your student.
- Medical Health Plan:
- If needed at testing, students will be allowed frequent monitored breaks for breathing treatment administered by the parent.
- If needed at testing, the student will be allowed a private place for “coughing.”
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
Diabetes
- Possible Accommodations and Strategies:
- Small group or individual instruction will be provided when needed.
- Extended time
- Frequent monitored breaks
- Based on documented diagnosis, the student can supplement instruction with recordings when needed.
- At Home Strategies:
- Communicate with teachers how well diabetes is managed with your student.
- Reinforce self-advocating behaviors.
- Medical Health Plan:
- Student must have access to glucose monitoring supplies as needed.
- Student will have access to snacks and water throughout the day
- Student will have access to bathroom breaks whenever necessary
The student must have access to a Dex-com glucose monitor, and the cell phone must stay with the examiner at testing and be within range of the student at all times.
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
- If needed, call 911.
Anxiety/Depression
- Possible Accommodations and Strategies:
- Small group or individual instruction will be provided when needed.
- Extended time
- Frequent monitored breaks
- Based on a documented diagnosis, the student can supplement instruction with recordings when needed. The student will email the teacher and access recordings within 24 hours of a missed session.
- Examiner familiar to student (for state testing)
- At Home Strategies:
- Provide a quiet workspace, free from distractions.
- Block scheduling or chunking assignments.
- Utilize recordings if repetition of instruction is needed.
- Reinforce self-advocating behaviors.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
Student with Special Health Needs
- Possible Accommodations and Strategies:
- Teachers will be aware of health care needs.
- Frequent monitored breaks
- Extended time
- Preferential seating
- Small group or individual instruction will be provided when needed
- Recordings (vs. attending live synchronous sessions)
- Optimal time of day for instruction
- Instructions will be repeated and paraphrased for clarity.
- Adaptive furniture: Chewelry, fidget spinner, balance ball.
- Use modified physical education assignments/activities.
- Familiar examiner (for State testing)
- At Home Strategies:
- Block Schedule
- Print slides from each class to use for taking notes
- Use of a timer to help student stay on task
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Provide a quiet workspace for your student.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
- Use incentives to help reinforce positive behaviors.
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
- Reinforce self-advocating behaviors.
- Medical Health Plan:
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
- If needed, call 911.
Encopresis/Enuresis
- Accommodations and Strategies:
- Frequent monitored breaks
- Extended time on daily assignments and assessments- time and a half. MAP Assessments and Interim assessments must be taken during the regularly scheduled assessment window.
- At Home Strategies:
- Change of clothes available.
- Create a plan of response to events.
- Medical Health Plan Recommendations:
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
Epilepsy
- Accommodations and Strategies:
- Frequent monitored breaks
- Extended time on daily assignments and assessments- time and a half. MAP Assessments and Interim assessments must be taken during the regularly scheduled assessment window.
- At Home Strategies:
- Utilize recordings if repetition of material is needed
- Observe for triggers and let teachers/504 Coordinator know
- Print off notes/slides
- Medical Health Plan Recommendations:
- Monitor and assess the student for breathing difficulties
- Preferential seating in front of the room and away from doors and away from flashing/blinking lights because seizures are photo-convulsive; the examiner needs to watch for signs of staring off or not being responsive; a student may appear to stare off into space but is having a seizure; if the student is about to have a grand mal seizure and body will becomes rigid.
- If the examiner sees a student falling from a chair, help get the student to the floor, protect their head, turn on their side, and notify the parent. The parent will remain on site. If the seizure lasts longer than five minutes, the parent will administer emergency meds. The parent will let you know if 911 should be called.
Hearing Impairment
- Accommodations and Strategies:
- Repetition of directions
- Extended time on daily assignments and assessments- time and a half. MAP Assessments and Interim assessments must be taken during the regularly scheduled assessment window.
- Provide an interpreter for school events (such as graduation) when necessary or requested
- Assistive Technology
- At Home Strategies:
- Utilize recordings if repetition of material is needed
- Print off copies of notes/slides
- Present information visually when needed
- Assistive Technology
- Provide an audio amplification system
- Desktop Speakers
- Medical Health Plan Recommendations:
- Audio amplification system
Leukemia
- Accommodations and Strategies:
- Frequent monitored breaks
- Extended time on daily assignments and assessments- time and a half. MAP Assessments and Interim assessments must be taken during the regularly scheduled assessment window.
- Teachers will be aware of health care needs.
- Optimal time of day for instruction
- Use modified physical education assignments/activities.
- Small group instruction will be provided when needed
- Recordings (vs. attending live synchronous sessions)
- At Home Strategies
- Utilize recordings if repetition of material is needed
- Block Schedule
- Print slides from each class to use for taking notes
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Medical Health Plan Recommendations:
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
- Small group or individual
- Optimal time of day
Orthopedically Impaired
- Accommodations and Strategies:
- Frequent monitored breaks
- Extended time on daily assignments and assessments- time and a half. MAP Assessments and Interim assessments must be taken during the regularly scheduled assessment window.
- Teachers will be aware of health care needs.
- Use modified physical education assignments/activities.
- Physical Therapy
- At Home Strategies:
- Print slides from each class to use for taking notes
Tourette’s Syndrome
- Possible Accommodations and Strategies:
- Teachers will be aware of health care needs.
- Frequent monitored breaks
- Extended time
- Preferential seating
- Small group or individual instruction will be provided when needed
- Recordings (vs. attending live synchronous sessions)
- Optimal time of day for instruction
- Instructions will be repeated and paraphrased for clarity.
- Adaptive furniture: Chewelry, fidget spinner, balance ball.
- Use modified physical education assignments/activities.
- At Home Strategies:
- Block Schedule
- Print slides from each class to use for taking notes
- Seat student away from distractions (video games, TV, extra noise)
- Use of a timer to help student stay on task
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Provide a quiet work space for your student.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
- Use incentives to help reinforce positive behaviors.
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
- Reinforce self-advocating behaviors.
- Medical Health Plan:
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
- Small group or Individual Testing
- Preferential seating
Traumatic Brain Injury
- Possible Accommodations and Strategies:
- Teachers will be aware of health care needs.
- Frequent monitored breaks
- Extended time
- Preferential seating
- Small group or individual instruction will be provided when needed
- Recordings (vs. attending live synchronous sessions)
- Optimal time of day for instruction
- Instructions will be repeated and paraphrased for clarity.
- There is no guarantee that students will not come into contact with allergens at state testing.
- Adaptive furniture: Chewelry, fidget spinner, balance ball.
- Use modified physical education assignments/activities.
- At Home Strategies:
- Block Schedule
- Print slides from each class to use for taking notes
- Seat student away from distractions (video games, TV, extra noise)
- Use of a timer to help student stay on task
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Provide a quiet work space for your student.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
- Use incentives to help reinforce positive behaviors.
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
- Reinforce self-advocating behaviors.
- Medical Health Plan:
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
Tuberculosis
- Possible Accommodations and Strategies:
- Teachers will be aware of health care needs.
- Frequent monitored breaks
- Extended time
- Preferential seating
- Small group or individual instruction will be provided when needed
- Recordings (vs. attending live synchronous sessions)
- Optimal time of day for instruction
- Instructions will be repeated and paraphrased for clarity.
- Use modified physical education assignments/activities.
- At Home Strategies:
- Block Schedule
- Print slides from each class to use for taking notes
- Seat student away from distractions (video games, TV, extra noise)
- Use of a timer to help student stay on task
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Provide a quiet workspace for your student.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
- Use incentives to help reinforce positive behaviors.
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
- Reinforce self-advocating behaviors.
- Medical Health Plan:
- The parent or legal guardian may remain on-site to provide assistance or administer medication. However, per state guidelines, the parent or legal guardian may not remain in the testing room during the test administration.
Visual Impairment
- Possible Accommodations and Strategies:
- Teachers will be aware of health care needs.
- Frequent breaks
- Extended time
- Preferential seating
- Small group or individual instruction will be provided when needed
- Recordings (vs. attending live synchronous sessions)
- Optimal time of day for instruction
- Instructions will be repeated and paraphrased for clarity.
- There is no guarantee that students will not come into contact with allergens at state testing.
- Adaptive furniture: Chewelry, fidget spinner, balance ball.
- Use modified physical education assignments/activities.
- At Home Strategies:
- Block Schedule
- Print slides from each class to use for taking notes
- Seat student away from distractions (video games, TV, extra noise)
- Use of a timer to help student stay on task
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Provide a quiet workspace for your student.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
- Use incentives to help reinforce positive behaviors.
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
- Reinforce self-advocating behaviors.
Weight Issues: Diagnosis of Obesity, Anorexia, or Bulimia
- Possible Accommodations and Strategies:
- Teachers will be aware of health care needs.
- Frequent monitored breaks
- Extended time
- Preferential seating
- Small group or individual instruction will be provided when needed
- Recordings (vs. attending live synchronous sessions)
- Optimal time of day for instruction
- Instructions will be repeated and paraphrased for clarity.
- There is no guarantee that students will not come into contact with allergens at state testing.
- Adaptive furniture: Chewelry, fidget spinner, balance ball.
- Use modified physical education assignments/activities.
- At Home Strategies:
- Block Schedule
- Print slides from each class to use for taking notes
- Seat student away from distractions (video games, TV, extra noise)
- Use of a timer to help student stay on task
- Break the list of assignments into smaller chunks (work on multiple lessons for one subject each day or work in chunks of time).
- Provide a quiet workspace for your student.
- Write or print out daily assignments.
- Check for student’s completion of assignments.
- Use incentives to help reinforce positive behaviors.
- Reinforce self-monitoring and self-reporting of behaviors.
- Utilize recordings if repetition of material is needed.
- Reinforce self-advocating behaviors.
- Medical Health Plan:
- Preferential seating
Supporting 504 Students
Progress Monitoring
504 School Level Coordinator will periodically check in on students to ensure accommodations are being implemented by the teachers and accessed by the students. 504 SLCs will confirm this information with the teachers via data meetings, phone calls, surveys, and emails. SLCs may also review students’ testing data, including test results and time spent on the assessments. The SLC will communicate progress to the student and/or parent via phone, email, or individual/small group, and SLCs will document the contact in the Infinite Campus Contact Log.
504 Amendments/Addendums
504 Amendments or addendums can be made at any time. Parents/Guardians/Students (if over 18) can request an amendment meeting by emailing or phoning the school principal, 504 Coordinator, 504 Supervisor, or other GCA staff member. 504 Amendments are made to adjust accommodations or when students have updated medical information that would change their supports, medications, or testing accommodations needed.
Re-Evaluation Meetings
To continue eligibility for a 504 at GCA, the District recommends updating medical documentation (GCA Medical Form or psychological evaluation with diagnoses codes) every three years. The 504 Coordinator will contact families needing to return updated medical documentation by phone and email. It will be the responsibility of the 504 team to meet with the family during the first conference period (before November 1) and update this plan for the year. All teachers can identify their students with 504 plans by a red flag under 504 in Infinite Campus.
College Board Accommodations
Any student with a 504 can request accommodations for assessments such as SAT, PSAT, ACT, and AP exams. These exams are through the College Board and the ACT. The 504 Coordinator will submit requests for accommodations through the College Board and the ACT. Before requesting accommodations, the parent must complete and return a consent form. This form should be uploaded in IC under PLP Documents. After a decision is made, the College Board and/or the ACT will send an email to let the coordinator know that a decision has been made. A decision letter will be available for download. The 504 Coordinator will download the letter, upload it to the PLP document tab, and send a copy to the parent.
Graduation Accommodations
During renewals in the fall, the Secondary Grade Band 504 Coordinator should ask seniors about potential accommodations needed for graduation. Make a note about graduation requirements in IC.
Once the graduation list is sent out in May, the Secondary Grade Band 504 Coordinator should call to confirm with 504 seniors the accommodations they discussed during renewal. Send all notes to the graduation administration team.
Vocational Rehabilitation Referrals
Vocational Rehab is an ideal program for students who would like to transition directly from school to work and may need some assistance with pre-employment skills. Students can be referred for Pre-Employment Transition Services as early as ninth grade. More information can be found on the Georgia Vocational Rehabilitation Agency website and in the appendix of this manual. The Secondary Grade Band 504 SLC will be able to assist students and parents with a referral to this program.
Diabetes Protocol
For students with diabetes, a Diabetes Management Plan is required at the beginning of the school year, and the medical provider must complete it. A GCA medical form will also be required if the student has additional medical diagnoses. These forms must be received before the renewal of the Section 504 Plan for the school year. This information must accompany the student to any state testing.
Frequently Asked Questions about 504
Who is protected by Section 504?
Any otherwise qualified person with an impairment substantially limiting one or more major life activities is eligible for protection and services under Section 504. Any student regarded as having an impairment or a record of impairment is eligible for protection from discrimination.
What is a major life activity?
Section 504 defines major life activities as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.
What are “substantial limitations”?
This term is not defined in the act or the regulations and is left to each agency. However, the Americans with Disabilities Act suggested that the term “substantially limits’ be interpreted to mean that the student “is unable to perform a major life activity that the average student of approximately the same age can perform, or that the student is significantly restricted as to the condition, manner or duration under which a particular major life activity is performed as compared to the average student of approximately the same age.” This interpretation can provide some guidance in defining the phrase.
What is “reasonable accommodation”?
Reasonable accommodation in the school setting is modifying or adjusting educational programs to afford students with disabilities equal opportunity to access them. Reasonable accommodations must be made for persons with disabilities unless the schools can show that the requested accommodations would impose undue hardship.
What protections are afforded to those with a “record of an impairment” or “regarded as having an impairment”?
Under these prongs of the act, individuals are only eligible for protection from discrimination. For example, a student with a record of leukemia but currently in remission cannot be denied the opportunity to try out for the football team. Likewise, a student with an orthopedic impairment cannot automatically be regarded as disabled when, in reality, the student experiences only minimal limitations.
Are IDEA (special education) students protected by Section 504?
Students served through special education under IDEA are also covered under Section 504. However, individuals covered by Section 504 are often not covered by IDEA. The determining factor will be the severity of the disability and the need for special education-related services.
Do students with an Individualized Education Program under IDEA need a 504 Plan as well?
Yes and no. The student cannot be discriminated against based on history of impairment. If the 504 Committee determines that the student continues to have a disability that substantially limits a major life activity even though he does not meet IDEA eligibility requirements, the student would be eligible for services and protection under Prong 1 of Section 504.
Can temporary disability qualify a child for accommodations under Section 504?
In some instances, students with temporary disabilities are eligible for 504 protections. The committee should consider the impairment's nature and severity and its permanent or long-term impact.
What protections are afforded to alcohol and/or drug-addicted students?
Section 504 does not protect persons currently engaging in alcohol/drug use or casual users. It does protect individuals who have completed rehabilitation programs, persons who are participating in a rehabilitation program, and persons regarded erroneously as drug users.
Who is responsible for implementing Section 504?
Section 504 is considered a provision of general education. Therefore, it is the responsibility of classroom teachers and administrators to ensure that Section 504 accommodations are carried out.
Who makes up the 504 Committee?
According to the federal regulations: “…placement decisions are to be made by a group of persons who are knowledgeable about the child, the meaning of the evaluation data, placement options, least restrictive environment requirements, and comparable facilities” [34 C.F.R. §104.35(c)(3)]. Individuals who make up the SST are also appropriate for the 504 Committee. Many school systems use the SST to implement 504, although it is not required.
Is evaluation necessary to determine 504 eligibility?
Under Section 504, no formal testing is required. The 504 Committee will look at grades over the past several years, teachers’ reports, information from parents or other agencies, state assessment scores or other school-administered tests, observations, discipline reports, attendance records, health records, and adaptive behavior information. Schools must consider a variety of sources. A single source of information (such as a doctor’s report) cannot be the only information considered. Schools must be able to ensure that all information submitted is documented and considered.
Is a medical report always necessary to determine 504 eligibility?
The 504 Committee should attempt to obtain as much information as possible regarding the student’s condition; a physician’s statement is not required to determine eligibility. If the committee determines that a formal evaluation of any type is necessary, consent for the evaluation is required, and the evaluation must be provided at no cost to the parents.
Can a student be placed under Section 504 without parental consent?
No. Parents must always be notified before their child is evaluated and/or placed under Section 504 (34 C.F.R. §104.36). If the committee determines the child is eligible under Section 504, parents are provided with a copy of their child’s Section 504 accommodation plan.
What accommodations will a student receive if determined eligible under Section 504?
Each child’s needs are determined individually. Determination of what is appropriate for each child is based on the nature of the disabling condition and what that child needs to have an equal opportunity to compete when compared to the non-disabled. There is no guarantee of A’s or B’s or even that the student will not fail. Students are still expected to produce. The goal of education for all students, with or without disabilities, is to give students the knowledge and compensating skills they will need to function in life after graduation.
How often will a student with a 504 be re-evaluated?
Students must be re-evaluated at least once every three years or whenever there will be a “significant change in placement.” Your 504 Committee should re-evaluate your child’s plan annually (every year) to ensure that their accommodation plan is appropriate based on their current schedule and individual needs. The accommodation plan may be revised during the school year if needed.
Does every child who takes medication at school need a 504 Plan?
No. Students may have accommodations such as medication administration without a formal plan. Local school system policy should be implemented.
If a student has a 504 Plan, will a teacher or paraprofessional be assigned to come and work with the student?
No additional personnel will be assigned to carry out accommodations in most circumstances. Section 504 accommodations are generally carried out by the teacher or other designated personnel. However, a student who cannot attend school may qualify for Hospital Homebound Services.
Are there any special rules for PE?
The 504 Committee should determine how much a student can participate in PE. The 504 Plan should address alternate assignments or exemptions.
Is it possible for a 504 student to fail a class?
Yes. 504 protections do not automatically dictate that a student will receive passing grades. The 504 Committee must determine if the accommodations were appropriate and if they were implemented for the student. Team members must remember that many factors influence a student’s academic performance.
How does eligibility for Section 504 affect discipline?
Students may not be punished for behavior that is caused by a disability. If it is determined that the behavior was not related to the disability, the student could receive the same consequences as a student without a disability. In that case, a manifestation committee will convene for a disciplinary hearing for students with Section 504 plans. A Section 504 Notice of Conference and Section 504 Notice of Parents’ Rights will be sent to notify the parent of the conference. The committee will review placement data to determine if current evaluation information is sufficient to decide. If placement occurred over a year ago, additional evaluation may be warranted. A Section 504 Parents’ Rights will be provided at the conference, and the Manifestation Determination Conference Report will be completed. If the Section 504 Accommodations Plan is appropriate and there is no causal or substantial relationship, an expulsion process may continue.
Can the 504 Committee order accommodations for district-wide standardized testing?
As the testing manual outlines, accommodations can be recommended as part of a 504 Accommodations Plan. However, committees should exercise caution when making these decisions. 504 Plans should not be written solely to provide accommodations on standardized testing. A student may be disadvantaged if an accommodation is introduced while administering a standardized assessment.
Can the 504 Committee order accommodations to the ACT/SAT?
The 504 Committee can make recommendations based on accommodations written into the 504 Plan. However, the Educational Testing Service makes all decisions regarding accommodations individually.
Can a student be dismissed from a 504?
Yes. Students with no impairment are no longer eligible for 504 services. They will continue to be eligible for protection from discrimination based on their history of impairment.
Can a parent/guardian or adult student age 18 or older revoke consent for 504 placement?
Yes. A parent/guardian or adult student age 18 or older can revoke consent in writing. Please send your written revocation to the 504 Coordinator and/or homeroom teacher.
Does 504 eligibility automatically guarantee that a student is chosen for extracurricular teams or activities?
No. Students with disabilities must be given equal access to compete for and participate in these activities with reasonable accommodations. If the student fails to meet the team membership criteria, he is not considered “otherwise qualified.” Discrimination occurs when the decision not to allow the student to participate is based solely on the fact that the student has a disability.
What support does the school offer to disabled parents?
Providing reasonable accommodations also applies to disabled parents. The school must provide reasonable accommodations to disabled parents so they can participate in mandatory educational activities for their child. Therefore, reasonable accommodations must be provided so the parent can actively participate in school-initiated conferences and hearings regarding the student’s educational program related to academics and discipline.