Section 504 Manual
West Clermont Local School District
504 Policies and Procedures
West Clermont Local Schools
SECTION 504 PROCESS
POLICY & PROCEDURE MANUAL
WEST CLERMONT PUPIL PERSONNEL & SPECIAL EDUCATION DEPARTMENT
2012
4350 AICHOLTZ ROAD, SUITE 220 45245-1054
PHONE 513.943.5000  FAX 513.528.7598
504 Process
Section 504 Policies & Procedures
Table of Contents
Topic
History of 504
3
Overview / Comparison of IDEA, Section 504, and ADA 4
Procedures for serving students under Section 504
5
Concern
Consent
Evaluation & Eligibility
What is an accommodation?
6
Procedural Safeguards/Parent & Student Rights
7
Process for Resolving Disagreements
8
Definitions
8
504 Board Policy / Prohibition Against Discrimination
10
Appendix A - Classroom and Facility Accommodations
14
Section 2 – Section 504 Process Tool Kit
504 Process
History of 504
O
n September 16, 1991, the U.S. Office of Special Education and Rehabilitative Services, U.S.
Office of Civil Rights, and the U.S. Office of Elementary and Secondary Education issued a policy
statement concerning the needs of children. In summary, this policy stated that school systems will
service children with a suspected disability in one of two ways:
1. Section 504: Section 504 of the Rehabilitation Act of 1973 states that children can be served
through the regular education program, using environmental accommodations, if a disability is shown
to substantially limit a major life activity. Examples of major life activities would include but are not
limited to 34 CFR 104.3 (j)(2)(ii):
Self Care
Manual tasks
Walking
Seeing
Hearing
Communication
Speaking
Learning
Breathing
Concentrating
Thinking
Reading
OCR FAQS 3/17/11 (#12)
Under Section 504, an evaluation must be conducted to determine whether or not the disability is
severe enough to substantially limit a life
activity. The child’s education must be
provided in the regular education
Public School Students
classroom unless it is demonstrated that
education in the regular environment with
the use of supplementary aids and services
cannot be achieved satisfactorily [34 CFR
§504
104.34]. If education in the regular
environment with accommodations cannot
be achieved satisfactorily, then an
Evaluation Team Report may be
IDEA
conducted to determine whether the
student is eligible for special education
under the Individuals with Disabilities
Education Improvement Act (IDEIA).
Student Population and Services under Section 504 and IDEA
2. Individuals with Disabilities Education
Improvement Act (IDEA, 2004): Children
who have been diagnosed as having a disorder, and who through a Evaluation Team Report qualify
for special education services under Part B of the Individuals with Disabilities Education
Improvement Act will be served under existing state special education programs. Children with a
disability who are determined by Evaluation Team Reports (ETR) to be eligible for special education
and the related services must be provided a full continuum of placement alternatives, including the
regular classroom.
West Clermont Local School District© 2012 Page 3
504 Process
A diagnosis of a disability may be made by a team of school professionals, including at least
one individual with a specific knowledge in the characteristics and treatment of the suspected
disability, a physician or other qualified non-school professionals. The determination of whether or
not a student who has been diagnosed as having a disability is eligible for services under Section
504 or IDEA is an educational decision, made by a team of qualified school professionals.
Overview
COMPARISON OF SECTION 504 V. IDEA
 A STUDENT WHO DOES NOT MEET THE CRITERIA FOR IDEA
MAY QUALIFY FOR SERVICES UNDER SECTION 504.
 STUDENTS WITH TEMPORARY DISABILITIES MAY BE
PROTECTED UNDER SECTION 504, BUT WILL NOT TRIGGER
IDEA PROTECTION
OCR FAQS
3/17/11 (#34,37)
ELIGIBILITY QUESTIONS FOR IDEA:
 DOES THE STUDENT HAVE A DISABILITY IN AN IDEA
CATEGORY?
 DOES THE STUDENT REQUIRE SPECIAL EDUCATION AND
RELATED SERVICES
ELIGIBILITY QUESTIONS FOR SECTION 504:
 DOES THE STUDENT HAVE A PHYSICAL OR MENTAL
IMPAIRMENT?
 DOES THE IMPAIRMENT SUBSTANTIALLY LIMIT A MAJOR LIFE
ACTIVITY?
OCR FAQS 3/17/11
(STUDENTS PROTECTED)
West Clermont Local School District© 2012 Page 4
504 Process
PROCEDURES FOR SERVING STUDENTS WITH DISABILITIES
UNDER SECTION 504, REHABILITATION ACT- ADA
AMENDMENTS ACT- JANUARY 2009
CONCERN
A referral requesting possible evaluation of a student for a disability is a written request
initiated by a parent, teacher, counselor, or other school professional when a student is suspected of
having a physical or mental impairment which may significantly limit learning. All referrals will be in
writing and must be submitted to the building principal. A copy of this referral should be sent to the
Pupil Personnel Special Education Office.
CONSENT
After the Building Principal’s approval, a building-level team will review the referral request
along with any accompanying evaluations, reports, or other relevant materials (e.g., work samples,
observations, medical records). The building-level team may consist of the student’s classroom
teacher, building principal, school counselor, intervention psychologist, and other relevant school
professionals.
EVALUATION & ELIGIBILITY
The building-level team will review a wide range of information to determine whether or not
there is evidence of a substantial limitation of a major life activity that affects learning. Information
that may be used could include: medical reports, school records, student work, observations,
curriculum-based assessments, questionnaires, interviews, or standardized testing (OAA/ OGT)
If the team determines that the student does not have educational problems then the student
will be served appropriately in the regular education program without specific accommodations.
If the team determines that the student has a mental or physical impairment that substantially
limits one or more major life activities that affects learning, the student shall be found to be eligible for
a 504 plan.
Once the student is determined as being eligible for a 504 Plan, the team is to identify
accommodations and modifications the student may receive. The plan would be documented on a
Section 504 Accommodation Plan. This plan provides a summary of accommodations and
modifications that a student needs in order to have equal access to the learning process, or to other
programs, activities, and services. Section 504 requires that a student with a disability be educated
with non-disabled students to the maximum extent possible. Implementation of most 504
Accommodation Plans occurs within the regular education classroom. Accommodations generally are
those minor adjustments to things like seating arrangement, lesson presentation, assignments, and
other facets of the learning environment that provide the student with equal access to learning
opportunities. More information about accommodations is provided below.
West Clermont Local School District© 2012 Page 5
504 Process
WHAT IS AN ACCOMMODATION?
Accommodations: Provide access to the course content but do not alter the amount or
complexity of the information taught to the child. Accommodations are changes made in the way
materials are presented or in the way children demonstrate learning, as well as changes in setting,
timing, and scheduling, with the expectation that the child will reach the content standard set for
all children. For example, the child may be seated near the front of the room, may have
directions repeated orally, may use AT devices that convert text to audio, or may receive
nonverbal cues from the teacher in the area of appropriate performance or behavior.
Modifications: Alter the course content that will be taught to the child and the expectations for
achievement of grade level indicators. Modifications of the curriculum will result in the child
being taught something different or being taught the same information but with the complexity of
the material significantly altered from that being taught to the child‘s same age and grade level
peers. Modifications include eliminating expectations for what children at the same grade level
are expected to know, do, and understand.
Least Intrusive
Regular
Instruction
Most Intrusive
Accommodations
Intervention
Modification
Specialized
Instruction
See Appendix A for some examples of accommodations and Modifications that can be
used within schools.
ANNUAL REVIEW
The team should review active Section 504 plans yearly with more frequent reviews occurring
when needed or requested. The purpose of a review is to add, subtract, or modify student
accommodations or modifications as needed to guarantee access to the educational environment.
If at any time, evaluation or intervention results suggest that a student may have a suspected
disability under IDEA, a referral will be submitted to begin the evaluation process to examine
possible special education eligibility.
West Clermont Local School District© 2012 Page 6
504 Process
PROCEDURAL SAFEGUARDS/PARENT & STUDENT RIGHTS
Parents/guardians and students should be provided a copy of their rights prior to evaluation, when
eligibility is determined, when a plan is developed, and before any significant change in the service
plan.
Parent/Guardian & Student rights under Section 504 include the following:
1. School Districts are obligated to inform you of your rights under Section 504
2. Right to receive all information in the parent’s or guardian’s native language or primary
other mode of communication.
3. Right to have your child receive a free appropriate public education. This includes the
right to be educated with typical peers to the maximum extent appropriate. It also
includes the right to have the school district make reasonable accommodations /
modifications to allow your child an equal opportunity to participate in the education
environment.
4. Right to have an educational evaluation and to discuss placement decisions made based
on information from a variety of sources and by persons who know the needs of the
student. This evaluation should take place prior to initial 504 determination and before
any subsequent significant change in education.
5. Right to receive timely notice before a district identifies, evaluates, or changes your
child’s placement.
6. Right to inspect and review your child’s educational records, including the right to obtain
copies of education records at reasonable cost unless the cost would deny you access to
the records, and the right to amend the record if you believe information contained in the
record is inaccurate or misleading. If there is a dispute in amending the student record,
you have a right to request a hearing.
7. Right to periodic re-evaluations and an evaluation before any significant change in
program or modification in service.
8. Right to request mediation related to decisions or actions regarding your child’s
identification, evaluation, educational program or placement. You and the student may
take part in the hearing and have an attorney represent you. You may request a hearing
before an impartial hearing officer by notifying the school district ADA/§504
Coordinator.
9. Right to appeal the impartial hearing officer’s decision.
OCR FAQS 3/17/11 (#43)
West Clermont Local School District© 2012 Page 7
504 Process
PROCESS FOR RESOLVING DISAGREEMENTS
The district wants parents, students, and other district members to have the opportunity to
make concerns known to the district and for the district to have the opportunity to respond and resolve
disagreements and/or concerns. In the event that parents challenge the actions of the school team
regarding identification, evaluation, or placement of their child, the district provides due process for
resolving the dispute. At any time, parents may choose to obtain a second opinion evaluation, at the
parent’s expense.
Disagreements and complaints should be submitted in writing to the District 504 Coordinator.
After receiving the complaint, the building administrator, will begin an investigation and schedule a
team conference. Within 30 days of receipt of the parent’s written request, the 504 Coordinator will
schedule a case review. The parents may examine relevant records prior to the case review, and they
may choose to be represented by counsel at the hearing.
The 504 Coordinator’s decision will be rendered in writing to the parents within 14 days of the
conclusion of the case review. If the parents disagree with the 504 Coordinator’s decision, they may
request in writing an impartial hearing. This request should be sent to the superintendent who will
designate an impartial hearing officer and schedule a hearing within 30 days of receipt of the parent’s
written request. The parents may choose to be represented by counsel at the hearing.
The hearing officer’s decision will be rendered in writing to all concerned parties within 14
days of the conclusion of the hearing.
DEFINITIONS
Evaluation – a process whereby information is collected from relevant sources and analyzed to
determine a child’s current level of functioning. Some of the procedures which may be applied in
the process of evaluation include review of records, observation, interviews, completion of
checklists or rating scales, and testing.
IDEA – Federal law which requires all state and local school districts to make free appropriate
public education available to all children who have been found, through ETR evaluation, to meet
the established criteria as disabled under one of ODE designated areas of disability. This law also
provides for due process to protect the rights of children with disabilities and their parents.
Problem-Solving Team – a Problem-Solving Team is a building-level team that includes a
parent, teacher, and other relevant school professionals. This team develops and implements
intervention strategies for dealing with learning, social, and behavioral needs of students. In
addition to the classroom teacher, the team may include the principal, other teachers, counselor,
school psychologist, support staff, school nurse, and parents.
Evaluation Team Report– an evaluation, conducted by a team of professionals from different
areas of expertise, which assesses more than one area of a child’s functioning in order to
determine whether or not the child is eligible for special education and related services.
West Clermont Local School District© 2012 Page 8
504 Process
§504 of the Rehabilitation Act– For purposes of 504, a disability is a physical or mental
impairment that substantially limits one or more major life activities of an individual. ADA/504
provides protections to children who may not qualify as disabled under IDEA. Examples:
children with ADHD, depending on the effect on the ability to succeed in the educational setting,
and children with certain medical conditions.
Major Life Activities OCR FAQS 3/17/11 (#12 ) – Major life activities means functions such as but are
not limited to: Self Care, Manual tasks, Walking, Seeing, Hearing, Communication, Speaking,
Learning, Breathing, Concentrating, Thinking, Reading
Person with a Disability [34 CFR 104.3 (j) – mean any person who (1) has a physical or mental
impairment which substantially limits one or more major life activities, (2) has a record of such
impairment, or (3) is regarded as having such an impairment.
Least Restrictive Environment (LRE) [34 CFR 104.3 (a)] –Students with disabilities must be
educated with typical peers to the maximum extent appropriate. A student with a disability shall
be placed in the regular education environment unless it is demonstrated by the recipient that the
education of the person in the regular environment with the use of supplementary aids and
services cannot be achieved satisfactorily.
Free Appropriate Education (FAPE) [34 CFR 104.33] –Students with disabilities must be
provided with a free appropriate public education regardless of the nature or severity of the
disability. The provision of regular or special education and related aids and services must be
appropriate to the extent that they are designed to meet individual educational needs as
adequately as the needs of non-disabled persons. The provision of educational and related
services should be provided without cost to the disabled person or his/her parents or guardian,
except for those fees that are imposed on non-disabled persons or their parents or guardians.
Non-Discriminatory Evaluation [34 CFR 104.35 (b) (c)] – The evaluation and placement
procedures must be adapted to insure that appropriate identification and placement are made.
West Clermont Local School District© 2012 Page 9
504 Process
2260.01 - SECTION 504/ADA PROHIBITION AGAINST
DISCRIMINATION BASED ON DISABILITY
Pursuant to Section 504 of the Rehabilitation Act of 1973 ("Section 504"), the Americans with
Disabilities Act of 1990, as amended ("ADA"), and the implementing regulations (collectively
"Section 504/ADA"), no otherwise qualified individual with a disability shall, solely by reason
of his/her disability, be excluded from participation in, be denied the benefits of, or be subjected
to discrimination under any program or activity receiving Federal financial assistance. The Board
of Education does not discriminate in admission or access to, or participation in, or treatment in
its programs or activities. As such, the Board's policies and practices will not discriminate
against students with disabilities and will make accessible to qualified individuals with
disabilities its facilities, programs, and activities. No discrimination will be knowingly permitted
against any individual with a disability on the sole basis of that disability in any of the programs,
activities, policies, and/or practices in the District.
"An individual with a disability" means a person who has, had a record of, or is regarded as
having, a physical or mental impairment that substantially limits one or more major life
activities. Major life activities are functions such as caring for one's self, performing manual
tasks, walking, seeing, hearing, eating, sleeping, standing, lifting, bending, speaking, breathing,
learning, reading, concentrating, thinking, communicating, and working.
Major life activities also include the operation of a major bodily function, including, but not
limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder,
neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.
An impairment that is episodic in nature or in remission is considered a disability if it would
substantially limit a major life activity when active.
The determination of whether an impairment substantially limits a major life activity must be
made without regard to the ameliorative effects of mitigating measures such as medication,
medical supplies, equipment or appliances, low-vision devices (not including ordinary eyeglasses
or contact lenses), prosthetics (including limbs and devices), hearing aids and cochlear implants
or other implantable hearing devices, mobility devices, oxygen therapy equipment or supplies,
assistive technology, reasonable accommodations or auxiliary aids or services, or learned
behavioral or adaptive neurological modifications.
West Clermont Local School District© 2012 Page 10
504 Process
With respect to public preschool, elementary and secondary educational services, a qualified
person with a disability means a disabled person:
A. who is of an age, during which nondisabled persons are provided educational services;
B. who is of any age during which it is mandatory under Ohio law to provide educational
services to disabled persons; or
C. to whom the State is required to provide a free appropriate public education pursuant
to the Individuals with Disabilities Education Improvement Act (IDEIA).
With respect to vocational education services, a qualified person with a disability means a
disabled person who meets the academic and technical standards requisite to admission or
participation in the vocational program or activity.
District Compliance Officer
The following person(s) is designated as the District Section 504 Compliance Officer(s)/ADA
Coordinator(s) ("District Compliance Officer(s)"):
Title:
Assistant Superintendent of Pupil Personnel Services
Address
4350 Aicholtz Road, Suite 220
Phone:
513-943-5000
Fax:
513-528-7598
The District Compliance Officer(s) is responsible for coordinating the District's efforts to comply
with and fulfill its responsibilities under Section 504 and Title II of the ADA. A copy of Section
504 and the ADA, including copies of their implementing regulations, may be obtained from the
District Compliance Officer.
The District Compliance Officer(s) will oversee the investigation of any complaints of
discrimination based on disability, which may be filed pursuant to the Board's adopted internal
complaint procedure, and will attempt to resolve such complaints.
The Board will provide for the prompt and equitable resolution of complaints alleging violations
of Section 504/ADA. The Board will further establish and implement a system of procedural
safeguards in accordance with Section 504, including the right to an impartial due process
hearing.
West Clermont Local School District© 2012 Page 11
504 Process
Training
The District Compliance Officer(s) will also oversee the training of employees in the District so
that all employees understand their rights and responsibilities under Section 504 and the ADA,
and are informed of the Board's policies, administrative guidelines and practices with respect to
fully implementing and complying with the requirements of Section 504/ADA.
The Board will provide in-service training and consultation to staff responsible for the education
of persons with disabilities, as necessary and appropriate.
Facilities
No qualified person with a disability will, because the District's facilities are inaccessible to or
unusable by persons with disabilities, be denied the benefits of, be excluded from participation
in, or otherwise be subjected to discrimination under any program or activity to which Section
504/ADA applies.
For facilities constructed or altered after June 3, 1977, the District will comply with applicable
accessibility standards. For those existing facilities constructed prior to June 3, 1977, the District
is committed to operating its programs and activities so that they are readily accessible to
persons with disabilities. This includes, but is not limited to, providing accommodations to
parents with disabilities who desire access to their child's educational program or meetings
pertinent thereto. Programs and activities will be designed and scheduled so that the location and
nature of the facility or area will not deny a student with a disability the opportunity to
participate on the same basis as students without disabilities.
Education
The Board is committed to identifying, evaluating, and providing a free appropriate public
education (FAPE) to students within its jurisdiction who are disabled within the definition of
Section 504, regardless of the nature or severity of their disabilities.
If a student has a physical or mental impairment that significantly limits one or more major life
activities, the Board will provide the student with a free appropriate public education. An
appropriate education may include regular or special education and related aids and services to
accommodate the unique needs of students with disabilities. For disabled students who are not
eligible for specially designed instruction under the IDEIA, the related aids and services
(including accommodations/modifications/interventions) they need in order to have their needs
met as adequately as the needs of nondisabled students are met, shall be delineated, along with
their placement, in a Section 504 Plan (Form 2260.01A F13). Parents/guardians/custodians
("parents") are invited and encouraged to participate fully in the evaluation process and
development of a Section 504 Plan.
West Clermont Local School District© 2012 Page 12
504 Process
The Board is committed to educating (or providing for the education of) each qualified person
with a disability who resides within the District with persons who are not disabled to the
maximum extent appropriate. Generally, the District will place a person with a disability in the
regular educational environment unless it is demonstrated that the education of the person in the
regular environment, even with the use of supplementary aids and services cannot be achieved
satisfactorily. If the District places a person in a setting other than the regular educational
environment, it shall take into account the proximity of the alternate setting to the person's home.
The Board will provide non-academic extracurricular services and activities in such a manner as
is necessary to afford qualified persons with disabilities an equal opportunity for participation in
such services and activities. Non-academic and extracurricular services and activities may
include counseling services, physical recreational athletics, transportation, health services,
recreational activities, special interests groups or clubs sponsored by the District, referrals to
agencies that provide assistance to persons with disabilities, and employment of students. In
providing or arranging for the provision of meals and recess periods, and non-academic and
extracurricular services and activities, including those listed above, the District will verify that
persons with disabilities participate with persons without disabilities in such services and
activities to the maximum extent appropriate.
Notice
Notice of the Board's policy on nondiscrimination in education practices and the identity of the
District's Compliance Officer(s) will be posted throughout the District, and published in the
District's recruitment statements or general information publications.
29 U.S.C. 794, Section 504 Rehabilitation Act of 1973, as amended
34 C.F.R. Part 104
42 U.S.C. 12101 et seq., Americans with Disabilities Act of 1990, as amended
Revised 01/20/12
West Clermont Local School District© 2012 Page 13
504 Process
APPENDIX A
CLASSROOM AND FACILITY
ACCOMMODATIONS
The following information provides examples of ways in which the needs of children with
disabilities may be accommodated in the classroom. It is important to note that all
accommodations should be directly related to the child’s unique needs and the specific impact of
their identified disability.
Area of Concern


Parent/Student/Teacher Communications



Instructional day


District policies/procedures


Building health/safety procedures


Difficulty sequencing and completing steps to
accomplish specific tasks (e.g., writing a book
report, term paper, organized paragraphs,
division problems, etc.)


Adapted from Anchorage School District
Accommodations
Develop a daily/weekly journal
Develop parent/student/school contracts
Schedule periodic parent/teacher
meetings
Provide parents with duplicate sets of
texts
Allow student more time to pass in
hallways
Modify class schedule
Allow increase in number of excused
absences for health reasons
Approve early dismissal for service
agency appointments
Administer medication
Apply universal precautions
Accommodate special diets
Break up task into workable and
obtainable steps
Provide examples and specific steps to
accomplish task
West Clermont Local School District© 2012 Page 14
504 Process
Shifting from one uncompleted activity to
another without closure

Define the requirements of a completed
activity (e.g., “your math is finished
when all 6 problems are complete and
corrected; do not begin on the next task
until it is finished.”)

Gain student’s attention before giving
directions. Use alerting cues.
Accompany oral directions with written
directions
Give one direction at a time. Quietly
repeat directions to the student after
they have been given to the rest of the
class. Check for understanding by
having the student repeat the directions.
Place general methods of operation and
expectations on charts displayed around
the room and/or on sheets to be
included in student’s notebook
Prioritize assignments and activities
Provide a model to help students. Post
the model and refer to it after
List and/or post (and say) all steps
necessary to complete each assignment
Reduced the assignment into
manageable sections with specific due
dates
Make frequent checks for
work/assignment completion
Arrange for student to have a “study
buddy” with phone number in each
subject area
Combine seeing, saying, writing and
doing, student may need to sub vocalize
to remember
Teach memory techniques as a study
strategy (e.g., mnemonics. visualization,
oral rehearsal, numerous repetition)

Difficulty following through on instructions
from others
Difficulty sustaining effort and accuracy over
time




Difficulty completing assignments



Difficulty with any task that requires memory

West Clermont Local School District© 2012 Page 15
504 Process


Difficulty with test taking

Confusion from non-verbal cues (misreads
body language, etc.)

Confusion from written material (difficulty
finding main idea from a paragraph, attributes
greater importance to minor details)





Confusion from spoken material, lectures and
audio-visual material (difficulty finding main
idea from presentation, attributes greater
importance to minor details)




Difficulty sustaining attention to tasks or other
activities (easily distracted by extraneous
stimuli)
Frequent Messiness or sloppiness




Allow extra time for resting, teach testtaking skills and strategies, and allow
student to be tested orally
Use clear, readable and uncluttered test
forms. Use test format that the student
is most comfortable with. Allow ample
space for student response. Consider
having lined answer spaces for essay or
short answer questions
Directly teach (tell the student) what
non-verbal cues mean. Model and have
student practice reading cues in a safe
setting
Provide student with copy of reading
material with main ideas
underlined/highlighted
Provide an outline of important points
from reading material
Teach outlining, main idea/details
concepts
Provide tape of text/chapter
Provide student with a copy of
presentation notes
Allow peers to share notes from
presentation (have student compare own
notes with a copy of peer’s notes).
Provide framed outlines of
presentations (introducing visual and
auditory cues to important information)
Encourage use of tape recorder
Teach and emphasize key words (the
following ….the most important
point….etc.)
Reward attention. Break up activities
into small units
Reward for timely accomplishments
Use physical proximity and touch. Use
earphones and/or study carrels. Quiet
place, or preferential seating
Teach organization skills. Be sure
student has daily, weekly, and/or
monthly assignment sheets, list of
materials needed daily and consistent
format for papers.
Have a consistent way for students to
West Clermont Local School District© 2012 Page 16
504 Process






Poor handwriting (often mixing cursive and
manuscript and capital with lowercase letters




Difficulty with fluency in handwriting (e.g.,
good letter/work production but very slow and
laborious)

Poor self-monitoring (Careless errors in
spelling, arithmetic, reading)



Low fluency or production of written material
(takes hours on a 10-minute assignment)


Apparent inattention (under-active,
daydreaming, not there)


turn in and receive back papers, reduce
distractions.
Give reward points for notebook checks
and proper paper format
Provide clear copies of worksheets and
handouts and consistent format for
worksheets
Establish a daily routine, provide for
what the student is to do
Arrange for a peer who will help with
organization
Assist student to keep materials in a
specific place (e.g., pencils and pens in
pouch)
Be willing to repeat expectations
Allow for a scribe and grade for
content, not handwriting. Allow for use
of a computer or typewriter
Consider alternative methods for
student response (e.g., tape recorder,
oral reports. Etc.)
Don’t penalize student for mixing
cursive and manuscript
Accept any method of production
Allow for shorter assignments (quality
vs. quantity)
Allow alternate method of production
(computer, scribe, oral presentation,
etc.)
Teach specific methods of selfmonitoring (e.g., Stop-Look-Listen)
Have student proofread work when it is
cold
Allow for alternative method for
completing assignment (oral
presentation, graphs, maps, pictures,
etc.) with reduced written requirement
Allow for alternative method of writing
(e.g., typewriter, computer, cursive or
printing, or a scribe)
Get student’s attention before giving
directions; tell student how to pay
attention (e.g., “Look at me while I
talk,” “Watch my eyes while I speak.”).
Ask student to repeat directions
Attempt to actively involve student in
West Clermont Local School District© 2012 Page 17
504 Process
Difficulty participating in class without being
interruptive, difficulty working quietly



Inappropriate seeking of attention (clowns
around, exhibits loud excessive or exaggerated
movement as attention-seeking behavior,
interrupts, butts into other children’s activities,
needles others)

Frequent excessive talking



Difficulty making transitions (from activity to
activity or class to class); takes an excessive
amount of time to “find pencil,” gives up.
Refuses to leave previous task; appears
agitated during change.
Difficulty remaining seated or in a particular
position when required

Squirming in seat



Inappropriate responses in class often blurted
out; answers given to questions before they
have been completed


Agitation under pressure and competition
(athletic or academic)


Inappropriate behaviors in a team or large
group sport or athletic/P.E. activity (difficulty

lesson (e.g., cooperative learning)
Seat student in close proximity to the
teacher
Reward appropriate behavior (Catch
student “being good”)
Use study carrel, if appropriate
Show student (model) how to gain
other’s attention appropriately
Catch the student when being
appropriate and reinforce
Teach student hand signals and use to
tell student when and when not to talk
Make sure student is called upon when
it is appropriate and reinforce listening
Program student for transitions.
Give student frequent opportunities to
get up and move around. Allow space
for movement
Break tasks down to small increments
and give frequent positive
reinforcement for accomplishments
(this type of behavior is often due to
frustration)
Allow alternative movement when
possible
Set student in close proximity to teacher
so that visual and physical monitoring
of student behavior can be done by the
teacher
State behavior that you do want (tell
student how you expect him to
behavior)
Stress effort and enjoyment for self,
rather than competition with others
Minimize timed activities; structure
class for team effort and cooperation
Give the student a responsible job (e.g.,
team captain, care and distribution of
West Clermont Local School District© 2012 Page 18
504 Process
waiting turn in games or group situations).

Frequent involvement in physically dangerous
activities without considering possible
consequences



Poor adult interactions; Defies authority; sucks
up; hangs on

Frequent self-put-downs, poor personal care
and posture, negative comments about self and
others, low self-esteem





the balls, scorekeeping, etc.); consider
leadership role.
Have student in close proximity to
teacher
Anticipate dangerous situations and
plan for in advance
Model and prompt a Stop-Look-Listen
sequence
Pair with responsible peer (Rotate
responsible students so that they don’t
wear out!)
Provide positive attention
Talk with student individually about the
inappropriate behavior (What you are
doing is …. A better way of getting
what you need or want is….)
Structure for success
Train student for self-monitoring,
reinforce improvement, teach selfquestioning strategies (what am I
doing? How is that going to affect
others?)
Allow opportunities for the student to
show his/her strength
Give positive recognition
West Clermont Local School District© 2012 Page 19