MISD Section 504| 1/1/2014
MIDLAND INDEPENDENT SCHOOL DISTRICT
Section 504/Homebound Forms
2013-2014
Contact Information:
Lisa Cisneros
Special Service Supervisor
Office # 432-689-5847
Fax # 432-689-1044
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MISD Section 504| 1/1/2014
Section 504 Overview of Frequently Asks Questions
What is Section 504?
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon
disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of
students with disabilities to be met as adequately as the needs of the non-disabled are met.
Section 504 states that: “No otherwise qualified individual with a disability in the United
States, as defined in section 706(8) of this title, 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...” [29 U.S.C. §794(a), 34
C.F.R. §104.4(a)].
Who is covered under Section 504?
To be covered under Section 504, a student must be “qualified ” (which roughly equates to being
between 3 and 22 years of age, depending on the program, as well as state and federal law, and
must have a disability) [34 C.F.R. §104.3(k)(2)].
Who is an “individual with a disability”?
As defined by federal law: “An individual with a disability means any person who: (i) has a
mental or physical impairment that substantially limits one or more major life activity; (ii) has a
record of such an impairment; or (iii) is regarded as having such an impairment” [34 C.F.R.
§104.3(j)(1)].
What is “impairment” as used under the Section 504 definition?
Impairment as used in Section 504 may include any disability, long-term illness, or various
disorders that “substantially” reduces or lessens a student’s ability to access learning in the
educational setting because of learning-, behavior- or health-related condition. [“It should be
emphasized that a physical or mental impairment does not constitute a disability for purposes of
Section 504 unless its severity is such that it results in a substantial limitation of one or more
major life activities” (Appendix A to Part 104, #3)].
Many students have conditions or disorders that are not readily apparent to others. They may
include conditions such as specific learning disabilities, diabetes, epilepsy and allergies. Hidden
disabilities such as low vision, poor hearing, heart disease or chronic illness may not be obvious,
but if they substantially limit that child’s ability to receive an appropriate education as defined by
Section 504, they may be considered to have an “impairment” under Section 504 standards. As a
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result, these students, regardless of their intelligence, will be unable to fully demonstrate their
ability or attain educational benefits equal to that of non-disabled students (The Civil Rights of
Students with Hidden Disabilities under Section 504 of the Rehabilitation Act of 1973—
Pamphlet). The definition does not set forth a list of specific diseases, conditions or disorders
that constitute impairments because of the difficulty of ensuring the comprehensiveness of any
such list. While the definition of a disabled person also includes specific limitations on what
persons are classified as disabled under the regulations, it also specifies that only physical and
mental impairments are included, thus “environmental, cultural and economic disadvantage are
not in themselves covered” (Appendix A to Part 104, #3).
What are "major life activities"?
Major life activities include, but are not limited to: self-care, manual tasks, walking, seeing,
speaking, sitting, thinking, learning, breathing, concentrating, interacting with others and
working. As of January 1, 2009 with the reauthorization of the Americans with Disabilities
Amendment Act, this list has been expanded to also include the life activities of reading,
concentrating, standing, lifting, bending, etc. This may include individuals with AD/HD,
dyslexia, cancer, diabetes, severe allergies, chronic asthma, Tourette’s syndrome, digestive
disorders, cardiovascular disorders, depression, conduct disorder, oppositional defiant disorder,
HIV/AIDS, behavior disorders and temporary disabilities (e.g., broken writing arm, broken leg,
etc.). Conditions that are episodic or in remission are also now covered if they create a
substantial limitation in one or more major life activity while they are active. Students who are
currently using illegal drugs or alcohol are not covered or eligible under Section 504.
What does “substantially limits” mean?
Substantially limits are not defined in the federal regulations. However, in a letter from the
Office for Civil Rights (OCR), they state, “this is a determination to be made by each local
school district and depends on the nature and severity of the person’s disabling condition.” New
guidance from the Americans with Disabilities Amendment Act states that Section 504 standards
must conform to the ADAAA and is “intended to afford a broad scope of protection to eligible
persons.” In considering substantial limitations, students must be measured against their same
age, non-disabled peers in the general population and without benefit of medication or other
mitigating measures such as learned behavioral or adaptive neurological modifications, assistive
technology or accommodations.
Who can refer a child for consideration for evaluation under Section 504?
Anyone can refer a child for evaluation under Section 504. However, while anyone can make a
referral, such as parents or a doctor, OCR has stated in a staff memorandum that “the school
district must also have reason to believe that the child is in need of services under Section 504
due to a disability” (OCR Memorandum, April 29, 1993). Therefore, a school district does not
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have to refer or evaluate a child under Section 504 solely upon parental demand. The key to a
referral is whether the school district staff suspects that the child is suffering from a mental or
physical impairment that substantially limits a major life activity and is in need of either regular
education with supplementary services or special education and related services. If a parent
requests a referral for evaluation, and the school district refuses, the school district must provide
the parent with notice of their procedural rights under Section 504.
Who decides whether a student is qualified and eligible for services under Section 504?
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)].
Unlike Special Education, the federal regulations for Section 504 do not require or even mention
that parents are to be a part of the decision-making committee. The decision to include parents in
the decision-making committee is a determination that is made by each school district and should
be spelled out in the district’s procedures for implementing Section 504. Parents should at least
be asked and encouraged to contribute any information that they may have (e.g., doctor’s reports,
outside testing reports, etc.) that would be helpful to the Section 504 committee in making their
determination of what the child may need. Schools are expected to make sound educational
decisions as to what the child needs in order to receive an appropriate education.
What information is used in doing an evaluation under Section 504?
Under Section 504, no formalized testing is required. The 504 Committee should look at grades
over the past several years, teacher’s 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 assure that all information submitted is
documented and considered.
***The following pages will assist campus 504 Coordinators to prepare for meetings and
complete all required paperwork***
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MISD Section 504| 1/1/2014
MISD PRE-Print Check list
1. Print prior to meeting
Screen 9-Committee Signature
Screen 4-Referral (only if needed)
Screen 4-Referral check box for Parent & Teacher Input (Updated every year)
Screen 5- Evaluation (only if needed)
Screen 6- Meeting Notice
In Reports- Procedural Safeguards & Receipt of (ESPED)
In Reports-504 plan w/o Procedural Rights- Members sign sheet will print (ESPED)
`
Meeting Checklist (MISD website under “Special Forms”)
Receipt for Accommodations (MISD website under “Special Forms”)
Student Data Sheet (MISD website under “Special Forms”)
504 Meeting Agenda (MISD website under “Special Forms”)
2. Complete 504 Notice in ESPED
Prior to meeting check box by red statement- include the following- Send ALL
original signature pages to Central Office.
3. Notify and remind campus staff about 504 meeting.
4. Upload & Print from Schoolnet- information on STAAR, STATS, or benchmarks
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Section 504
Student Data Sheet
***This form is to be completed and submitted to Lisa Cisneros following all 504 meetingsSend to Central office #506***
Campus ID#
1.
2.
3.
4.
5.
Student Name:
Student ID#
DOB
Grade
Meeting Date
General Homebound Service Dates (if apply)
To
Date of Initial Eligibility
(mm/dd/yyyy)
Date of Eligibility (Dated yearly from annual meeting)
(mm/dd/yyyy)
***Check appropriate reason for meeting***
Entry
Accommodations Required:
Annual
Behavioral
BIP
Review
Medical
Manifestation
Academic
Receiving RTI
Amendment
Exit
Area of Disability
***Check appropriate area***
ADHD
Dyslexia
Health
Physical
Other
Printed name of person completing form
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504 Meeting Agenda
Student:
Campus:
Date:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introductions
Sign Attendance Sheet below- PRINT
State Purpose of meeting
Present Notice of Procedural Rights
Parents signs notice of rights receipt
Screen 1-Review Student information- Choose 504 status
Screen 2-Review Contact Information-Legal Guardianship
Discuss eligibility
504 Plan Screen 7
a. Answer questions 1-3 and add description to each
b. 1 STATE DISABILITY, 2 describe, 3 describe action plan
c. Committee Minutes will be in the “Deliberations” tab-This must be filled out
10. Screen 8- Mark Placement
11. Screen 9- Committee Signatures
12. Screen 10- Mark Eligibility code
13. Screen 11-Dyslexia
14. Screen 12-Homebound
15. Copy and file any documents received by parents or other significant parties.
Attendance (Print names below)
6.
7.
8.
9.
10.
11.
12.
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504 Records
2013-2014
Receipt for Accommodations
is a student receiving 504 services. A copy of the 504 Plan including
accommodations can be found on SchoolNet by the following steps
below:
1. Locate student on SchoolNet
2. Click on “Learning Plan and Teacher’s Notes”
3. Scroll to the bottom of the page under “Student Work/Other
Evaluations
4. Click download to see the SchoolNet Bundle from eSped
I acknowledge that I am responsible for following these steps to
access my copies of the student’s documents from the most current
504 meeting in order to comply with the Federal and State Laws
concerning 504 services.
Print Name
Signature
Date
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ESPED Reminders
Esped

Remember Process, Procedures, and Compliance
o Suspect a disability TAKE ACTION, begin the 504 processes or referral
to Spec. Ed.
o Send meeting Notice
o Procedural Safe Guards are to be sent or given to parents at the beginning
of every meeting. Available in Spanish or English.
o Prepare for your meeting- collect ALL data that gives the committee a
clear idea of the student’s needs.
o GO to MISD website, sign in and click on “Special Services Forms”, these
forms are important pieces to your meeting and have paperwork that is
required by district.
o Annual Reviews are required- make sure prior files are archived. Look at
Archive Manager.

Important Screens
o Screens 1 & 2-Students and contact information- Review and change any
information that is not correct.
o Screen 4-Referral- Fill out this page. Every year students are reviewed for
eligibility. This also acts as a cover sheet for the 504 Plan.
o Screen 5-Evaluation- ONLY filled out for Dyslexia assessment request.
Remember, when requesting Dyslexia evaluation, the 504 process begins.
We are ONLY using this screen for Dyslexia. If you feel that the student
needs a different evaluation please contact the specialist in that area and
follow district procedures.
o Screen 7- Everything about the student will be found on this page. DO
NOT overlook these areas:

Referred by

Date of meeting

Question 1- State the disability
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
Question 2

Question 3- If answer is NO explain why

ALL answers need to be marked YES for eligibility.

STAAR Accommodations Screen 14 will need to be checked
(screen7) and filled out according to state and district guidelines.
(Refer to TEA testing guidelines to ensure appropriate 504
accommodations).

Dyslexia-Screen 11 will need to be checked (screen 7) and filled
out for every student.

Homebound-Screen 13 will need to be checked (screen 7) when
the services are being discussed or put in place. Refer to
homebound packet on MISD website.

Screen 7- Deliberations- the State requires the committee to
provide a summary of services and discussions. This WILL be
filled out.


Screens 8-10- Marks the eligibility; according to 504 committee.

DO NOT forget signatures
Campus Files
o Print off the 504 plan from Esped in the reports section.
o All documents reviewed in meeting provided by parent or other
significant parties.
o Send all original signature pages plus a copy of the 504 plan to Central
office to Lisa Cisneros.
o Keep 504 plan in a yellow file folder in PRC

District Files
o 504 plan
o Original signature
o All documentation provided by parent or other significant parties.

504 Campus Coordinator role
o Set-up meetings
o Esped-data input and follow district and state guidelines.
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o 504 plan distribution to parent and teachers on campus.
o Must understand and know eligibility requirements.
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***The following information will assist
campus 504 Coordinators with
Homebound Referrals and meetings***
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General/Special Education Homebound Procedures
Any student who is served through the general/Special ed. educational homebound
program must meet all three of the following criteria below: Yes to all 3?’s
1. Is the student expected to be confined at home or hospital bedside for a minimum of
four weeks. The weeks do not have to be consecutive?
2. Is the student confined at home/hospital bedside for medical reasons only?
3. Is the student’s medical condition documented by a physician licensed to practice in
the United States? Note: Nurses or other staff cannot sign on medical documents.
If “YES” to all three above, then the student is eligible for GEH/Sped. Referral: First
steps:
1. Contact Lisa Cisneros at Central office in Special Services Department. Student will
be entered in ESPED by campus. If served under Special Education, please specify.
2. Parent must complete the “Consent for Release of Information” and send completed
form to Lisa Cisneros. (Obtain form from MISD Special services website).
3. Doctor will be contacted by Lisa Cisneros to verify eligibility and “Doctors
Verification” will be sent by Lisa Cisneros to the doctor.
4. A 504 meeting or ARD will be scheduled after all above are completed.
GEH/504 Committee
A designated campus committee must make decisions regarding general education
homebound (GEH) placement and services. Members can include, but not be limited to:
1. Campus administrator
2. General education teacher currently teaching student.
3. A parent/guardian of the student.
Role of the Committee
The role of the GEH/504 committee is to review and consider eligibility and deem
necessary provision of instruction to a general education student at home/hospital
bedside. If instruction is provided at home/hospital bedside the committee will determine
the type(s) of service and amount of instruction to be provided. (See GEH funding)
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Making Committee/ARD Decisions
1. Committee must consider information from the student’s physicians. However, the
physician’s note/information is not the sole determining factor in the committee’s
decision making process.
2. Students receiving GEH at home/hospital bedside must be served by a certified
general education teacher in all courses including electives.
GEH Funding
Per the TEA Attendance Accounting Handbook students receive credit for attendance based
on the following:
(Four hours per week of daily instruction makes the student eligible for full day
membership. 19 TAC § 129.21 (i))
Amount of time served per week:
Eligible days present earned per week:
One hour
One day present
Two hours
Two days present
Three hours
Three days present
Four or more hours
Four days present (4 day week)
Five days present (5 day week)
******Eligible days present are determined each week. Hours may not be accumulated and
do not carry to the next week nor may be applied to the previous week.
Transition from General Education Homebound to General Education Campus
1. Students who are on General Ed. Homebound can have a transition period from
GEH to the school based general education classroom.
2. The transition period is set up by the GEH/504 committee to return the student to
the school-based setting.
3. The GEH committee should reconvene to review current student information
(including the physician’s statement) to determine if a transition period is necessary
and the date homebound services are no longer appropriate.
4. If the student requires a transition period when returning to the classroom, the GEH
committee should document the following:
a) The length of time for the transition period.
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b) The amount of time the student will be served in both settings (homebound
and classroom) during the transition period.
c) The effective date the student returns to the classroom fulltime must be
documented.
5. If the student will not be able medically to return to school then attendance at
school would not be appropriate and the GEH would continue the student on GEH
services based on current medical information.
Students with a Recurring Chronic or Acute Health Condition
1. A student with a chronic illness or acute health problem that is a recurring
condition that requires the student to be in the GEH program for a period of time
(which can be in daily or weekly increments) totaling at least 4 weeks throughout
the school year based on the following:
a) Students served with a recurring condition will move back and forth between
the GEH program and a school based placement. Funds will be generated
subject to the Homebound Funding Chart:
For any week in which the student with
the recurring condition ↓↓↓↓↓↓↓
The student earns contact hours and/or
attendance ↓↓↓↓↓↓↓
Is served solely at home/hospital bedside
through the GEH program, →→→→
According to requirements of the
Homebound funding Chart
Is served at least 4 hours at home/hospital
bedside through GEH program and attends
school at his or her campus→→→→
According to requirements of the
Homebound funding Chart
Is served from 1 to 3 hours at
home/hospital bedside through the GEH
program and attends school at his or her
campus→→→→→
According to requirements of the
Homebound funding Chart for those days
the student is provided instruction at the
home/hospital bedside through the GEH
program and according to the 2-through-4hour rule for those days the student attends
school at his or her campus, as long as the
student is present during the official
attendance-taking period.
After the General Education Homebound Committee Meeting
1. Complete the 504/GEH documents in Esped program
2. Send all original documents to Lisa Cisneros (via pony).
3. Fax a copy of the students
a) Class Schedule/Teacher(s) name
b) Demographic information
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To: Lisa Cisneros@ Central office lisa.cisneros@midlandisd.net
4. A General Education Homebound teacher will be assigned.
Campus teacher responsibilities- Communication is the key to making students
homebound services successful.
1. Provide email and contact information.
2. Assignments will be prepared and delivered to the office every Friday, unless
homebound teachers has requested earlier.
3. Progress reports will be included with assignments during progress reporting time.
4. IF a student fails an assignment, the campus teacher must send the homebound
teacher an email and discuss a plan to re-teach the lesson.
5. Benchmarks, District, and State assessments need to be scheduled and planned
cooperatively with the homebound teachers. All assessments can be given by
Homebound Teacher.
6. Assignments will be graded in an appropriate amount of time after receiving
completed assignments.
Homebound teacher responsibilities
1. Provide email and contact information.
2. Access all student information from Esped, Grade speed, and Schoolnet.
3. Students are to receive a minimum on 4 hours weekly.
4. The teacher will arrange an appropriate time to meet with student.
5. Changes will be made to schedules as new students are added to the program.
Homebound teachers will communicate all changes with parent.
6. Assignments will be picked up every Friday, unless otherwise directed.
7. Grades are given in combination with campus teacher and homebound teacher.
8. Teacher will teach all core subject areas. Additional subject areas will be taught at
the homebound teacher’s discretion.
9. Excessive absences with homebound services may warrant failing grades. Absences
due to existing medical complications or doctor appointments will be made up if the
teacher’s schedule allows during the instructional week.
Parents’ Responsibilities
1. An adult other than the teacher is required to be present during all class sessions.
2. Provide an area in the home that is appropriate for learning. Ex. Quiet, good lighting,
comfortable for both teacher and student.
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3. Notify teacher prior to lesson when session is to be postponed, cancelled or
rescheduled.
4. When medical conditions change this will be communicated with the homebound
teacher.
5. Excessive absences with homebound services may warrant failing grades. Absences
due to existing medical complications or doctor appointments will be made up if the
teacher’s schedule allows during the instructional week.
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