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504 Quick Start for School
Nurses
Presented at OASN Conference Spring 2012
Sara Reith, Ed.S. NCSP
www.reithschoolpsychology.webs.com
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Session Objectives for the hour
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The Law
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The Toolkit
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Cheat sheets
504 forms
Process timeline
The Examples
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Present Federal law relating to 504
Student candidates
Difference between 504 and IEP
Timeline example of start up 504 committee
Case study example of a 504 student
Difference between initial and reevaluations
The Questions
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THE LAW: Present Federal Law
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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.”
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Section 504 is a civil rights statute and not a special
education statute.
(Taken from Neola’s 2010 interpretation of 504 Procedural Rights).
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THE LAW: Student Candidates
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Any student with a defined disability is eligible as a
candidate for service under 504
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“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.
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Major Life Activities include, but are not limited to:
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Caring for one’s self: performing manual tasks, walking, seeing,
hearing, speaking, breathing, working, eating, sleeping, standing,
lifting, bending, reading, concentrating, thinking, communicating,
learning,
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The operation of major bodily functions: immune system, normal
cell growth, digestive, bladder, bowel, neurological, brain,
respiratory, circulatory, endocrine, and reproductive functions
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THE LAW: Student Candidates
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THE PROBLEM: No specific limitations to how we define a
disability
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THE CHALLENGE: Establish a standardized method of
defining and evaluating disability in your school
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ONE INTERPRETATION: Use of the Response to
Intervention system and present School Health Care plans to
establish strong candidates for service.
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Find a place to start by looking hierarchically at your “at risk”
populations.
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THE LAW: Difference between 504
and IEP
504
IEP (Other Health Impairment)
Students with a medical diagnosis
who require accommodation in
the classroom in order to
successfully access the school
curriculum
Students who evidence a
discrepancy between ability and
achievement requiring
interventions as well as
accommodations in order to
successfully access the school
curriculum
Accommodation
Intervention
Instructional supports afforded in
the classroom to adjust
educational materials or
environments
Direct instruction promoting the
development of specific skills in a
given academic or behavioral
area.
Example: Calculator and extended time
given to a student with ADHD
Example: Touch math instruction given to
a student who demonstrates a deficit in
math related to poor stamina defined by
ADHD
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THE TOOLKIT: Forms and Cheat
Sheets
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Start up 504 in your building by creating a Handbook
referencing forms and procedures specific to your district
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Consult your school’s commissioned law firm to verify their
recommendations regarding 504 forms and procedures.
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See accompanying handout
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Word copies of all forms are available at
http://reithschoolpsychology.webs.com/504.htm
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THE TOOLKIT: Process Timeline
Child is Suspected
of having a
physical or mental
impairment which
limits a major life
function
Obtain a
copy of Physiciansigned medical
diagnosis dated
within one year
(Use Form 1 to gain
parent permission
for Record
Release)
504 Coordinator
will send
d Prior Written
Notice to Parents
(Form 3)
504 Initial Referral
form (Form 2)
Completed by
parent or school
employee & Submit
form to 504
Coordinator
504 Coordinator
will Have parent
sign Parent
Permission for
Initial Evaluation
and receipt of
Procedural
Information (Form
4)
Form 2 (Suspected Disability Referral Form): Completed by teacher,
school employee, or parent initiating the 504 process.
504 Coordinator
will review
procedural
safegards with
parent (Form 6)
Parent consent
granted
Parent consent not
granted
Team completes
Learning
Evaluation
Worksheet (Form
10), and 504
Evaluation (Form 7)
Parent refusal
documented,
Student served
through RTI
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
Send parent
invitation for
Evaluation Review
/ 504 Plan Review
(Form 5)
Form 6 Procedural Information: Sent by 504 Coordinator to educate
parents about 504
Within 60 days of
referral, review
504 Evaluation
Report (Form 7) at
Team Meeting and
make team
determination
about Eligibility
Form 7 Summary Evaluation Report: Completed by 504 Coordinator
using RTI documentation and optional forms such as Form 10
(Learning Evaluation Worksheet)
Student Eligible
Create 504 Plan
(Form 8) and
furnish copies to:
Central Office,
Main Office, Nurse,
and Parent
Review 504 Plan
Annually
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
Student not Eligible
Form 8 Section 504 Plan: Completed Prior to (as a draft) or at 504
Meeting, reviewed annually
Serve Student with
RTI plan
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.
Reevaluation
completed at least
every 3 years or
whenever there is
a question of
continued
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THE EXAMPLES: Timeline Start up
Steps
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Develop a Handbook
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Establish a Committee in each Building ( 504 Coordinator,
Teachers, School Nurse, School Psychologist, Principal)
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Review your “frequent flyers” on safety plans, initiate one 504
evaluation at a time
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Use the RTI or IAT system for academic disability referrals
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Develop a roster referencing all 504 plans, accommodations, and
due dates
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Ensure that teachers all get a copy of the final 504 plan
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Annually, review each student’s plan
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THE EXAMPLES: A Student
identified through RTI
Adam maintains a
diagnosis of ADHD.
He is struggling
with work
completion and
organization in the
classroom
Through RTI
screening, Adam
evidences average
test performance
but below average
homework grades
in math and writing
Given his poor
work completion,
the team suspects
that Adam requires
organizational
accommodations to
be successful in
the classroom
Adam’s writing and
math teachers
arrange a peer
model to promote
organization,
provide agenda
support, and
establish a home to
school
communication
system to support
homework. They
accommodate in
the classroom with
pre-teaching and
chunking
strategies. Adam’s
work performance
improves.
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THE EXAMPLES: A Student
identified through RTI
Considering his
significantly
improved
performance
(15%
improvement in
work
completion), the
team feels that
Adam’s
symptoms
associated with
ADHD limits his
life functions of
learning and
concentrating
The 504
Coordinator
contacts Adam’s
mom to share
Adam’s
accommodation
success and
explain the 504
process. If the
parent verbally
indicates
interest in a 504,
a recent MD
diagnosis is
requested
A record release
is sent home to
the parent and a
copy of Adam’s
current ADHD
diagnosis is
requested
(either by the
parent or
school)
Once a copy of
the diagnosis is
secured, a 504
referral is made
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THE EXAMPLES: A Student
identified through a Health Plan
Beth maintains a
diagnosis of
Diabetes. She
requires
monitoring
support three
times daily
during school
hours. Her
support is
managed through
a health plan
developed by her
school nurse. In
association with
the health plan, a
copy of her MD’s
diagnosis is on
file
A 504 referral is
made and the 504
Coordinator
contacts Beth’s
mom to explain
the 504 process.
The following
forms are sent to
the parent:
Form 3 Prior
written Notice
Form 4:
Permission for
Evaluation
Form 6:
Procedural
Safegards
If a parent gives
permission, an
evaluation is
initiated. If
permission is
refused, the
refusal is
documented and
Beth’s health plan
is maintained.
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THE EXAMPLES: Initials vs.
Reevaluations
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Initials: (Complete forms 1-8)
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Reevaluations: (Complete forms 3, 5, 6, and 9)
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THE QUESTIONS