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SEMINOLE COUNTY PUBLIC SCHOOLS

MANUAL FOR PROVIDING

SERVICES TO STUDENTS UNDER

SECTION 504

OF THE REHABILITATION ACT OF 1973

Walt Griffin, Ed.D., SUPERINTENDENT

SCHOOL BOARD MEMBERS:

Karen Almond

Tina Calderone, Ed.D.

Amy Lockhart

Dede Schaffner

January 2014

Educational Equity

It is the policy of the School Board of Seminole County, Florida, that no employee, student, or applicant shall –

on the basis of race, color, national origin, sex (gender), marital status, age, religion, disability (Section

504/ADA) or any other basis prohibited by law – be excluded from participating in, be denied the benefits of,

or be subjected to discrimination and harassment under any educational programs, activities or in any

employment conditions, policies, or practices conducted by the district. For any concerns regarding

employees/applicants -- contact the Executive Director/Human Resources and Professional Standards at

407.320.0198; regarding students – contact the Executive Director/ Exceptional Student Support Services at

407.320.0216. Either Executive Director may be contacted at: Seminole County Public Schools, Educational

Support Center, 400 E. Lake Mary Blvd., Sanford, FL 32773-7127.

SEMINOLE COUNTY PUBLIC SCHOOLS – 504 CONTACTS FOR 2013-2014

SCHOOL/COST CENTER PHONE PRINCIPAL 504 C0NTACT

Altamonte Elementary 0561 407-746-2950 Pam Gamble Donna Lyons

Bear Lake Elementary 0031 407-746-5550 Alex Agosto Michelle Silver

Bentley Elementary 0801 407-871-9950 Ron Nathan Melissa Nelson

Carillon Elementary 0441 407-320-4650 Ana Lynn Jones Audrah Schuchmann

Casselberry Elementary 0202 407-746-2550 Sharon Stanley Martha Theodore, Sarah Prather

Chiles Middle 0721 407-871-7050 Margaret Gunderson Jessica Ingolia, Kelly Stivers

Crooms Academy 0251 407-320-5750 Demetria Hayes Donna Wood, Arvis Harmon

Crystal Lake Elementary 0821 407-871-8112 Jo LeBlanc Stephanie Wright

Eastbrook Elementary 0531 407-746-7950 Rick Carver Kathleen Beckman

Endeavor 0311 407-320-3302 Cathy Loyd Wendy Thompson

English Estates Elementary 0041 407-746-2850 John Welch Adriana Council, Mia White

Evans Elementary 0111 407-320-9850 Carol Ann Darnell Paula Skiles

Forest City Elementary 0502 407-746-1050 Tony Arena Tiffany Fowler

Geneva Elementary 0051 407-320-4950 Rod Dunaye Alison Burke

Goldsboro Elementary 0271 407-320-5850 Keaton Schreiner Teresa Flynn

Greenwood Lakes Middle 0671 407-320-7650 Debra Abbott Ingrid Cruz, Kim Longarzo, Jessica Reinhardt

Hagerty High 0931 407-871-0750 Mary Williams Gisela Cotto

Hamilton Elementary 0021 407-320-6050 Samelia Phillips Heather Chaston

Heathrow Elementary 0691 407-320-6850 Heidi Gooch Donna Rooney

Highlands Elementary 0331 407-746-6650 Lenore Logsdon Margie Morton, Paula Hoover

Hopper Center 407-746-2650 Donna Weaver Betty Carter-Gilmartin

Idyllwilde Elementary 0521 407-320-3750 Robert Navarro Lesley Liggett, Lauren Schommer

Indian Trails Middle 0711 407-320-4350 Lois Chavis Manfred McRory/Mrs. Everson

Jackson Heights Middle 0291 407-320-4550 Winston Bailey Andrew Lorenz, Alison Johnson

Journeys Academy 0571 407-320-7850 Michael Icardi Maria Ozuna, Tameria Vickers

Keeth Elementary 0661 407-320-5350 Peter Gaffney Sue Arbuckle

Lake Brantley High 0491 407-746-3404 Mike Gaudreau Sandra Erickson, Sally McCall, Vinette Young

Lake Howell High 0551 407-746-9050 Frank Casillo Keith Mews

Lake Mary Elementary 0081 407-320-5650 Chris Peacock Novie Solomon

Lake Mary High 0071 407-320-9503 Michael Kotkin Vanessa Marshall

Lake Orienta Elementary 0601 407-746-2650 Donna Weaver Kristina Vogt

Lawton Elementary 0131 407-320-6350 Brian Emmans Amy Sklar, Carol Starmer

Layer Elementary 0121 407-871-8090 Kelly Novak Laura Carr

Lyman High 0431 407-746-2050 Brian Urichko Tanya Cameron

Markham Woods Middle 0731 407-871-1706 James Kubis Kaela Cromer

Midway Elementary 0301 407-320-5954 Kristina Marshall Allison Piland

Millennium Middle 0182 407-320-6550 Kate Eglof Betsy Miller, Jeanette Malone, Nicole Farley

Milwee Middle 0101 407-746-3805 Michelle Walsh Susan Sharpe

Oviedo High 0421 407-320-4001 Robert Lundquist Marilyn Gunther

Partin Elementary 0701 407-320-4850 Nancy Urban Tamara Cuipik

Pine Crest Elementary 0141 407-320-5400 Maria Katz Eric Cameron

Rainbow Elementary 0361 407-320-8450 Vickie Hallstrom Carl Kidd

Red Bug Elementary 0511 407-746-8350 Mercedes Agramonte-Harper Gail Hughes

Rock Lake Middle 0621 407-746-9350 Pamela Shellman Babita Hinduja/Angela Stufflet

Sabal Point Elementary 0581 407-746-3050 Paul Senko Rebecca Klump

Sanford Middle 0151 407-320-6166 Randy Shuler Mary Beth Donaldson

Seminole High 0181 407-320-5050 Connie Collins Stephanie Gabrial

South Seminole Middle 0201 407-746-1350 Mia Coleman-Baker Lisa Callovi

Spring Lake Elementary 0401 407-746-1650 Nomie Kuniak Meg Anderson

Stenstrom Elementary 0681 407-320-2450 Michelle Morrison Terri Koepsell

Sterling Park Elementary 0611 407-746-8250 Frank Haynie Judy Simon/Fallon Crosby

Teague Middle 0501 407-320-1544 Adrienne DeRienzo Ted Johnson

Tuskawilla Middle 0541 407-746-8514 Michael Mizwicki Joanne Duffey, Arnita Washington

Walker Elementary 0171 407-871-7307 Michael Pfeiffer Angie Conway

Wekiva Elementary 0651 407-746-3150 Marjorie Adamczyk Claire Closson

Wicklow Elementary 0811 407-320-1202 Martina Herndon Jessie Wynn/Tina Jones

Wilson Elementary 0231 407-320-6950 Sallie Jenkins Linda Hoffman

Winter Springs Elementary 0391 407-320-0602 Tina Erwin Hannah Metzger

Winter Springs High 0911 407-320-8750 Mickey Reynolds Jamie Washington

Woodlands Elementary 0591 407-746-2710 Kathy Phillips Kathy Dooley

Audiology Dept. 407-746-2415 - Teresa Cretcher

Choices in Learning Charter 9229 407-302-1005 Janet M. Kearney Meghan Froess

Seminole County Virtual 7004 407-871-7287 Deborah Camilleri Linda Constantino

UCP Charter 9228 407-322-6222 Marife Gomez Marife Gomez *send via courier

TABLE OF CONTENTS

Introduction 1

General Purpose of Section 504 2

Who is Eligible? 2

Duties of School-Based Section 504 Contact 3

Evaluation 4

Funding 4

Notice of Parent and Student Rights Under Section 504 4

Grievance Procedures 4

Due Process 6

Guidelines & Procedures Section

Referral 7

Evaluation 8

Determine Eligibility 10

Out of District Transfer Students 11

Accommodation Plan 12

Re-Evaluation 12

Discipline: Suspension and Expulsion 13

Section 504 Forms 14

Other Resources 32

1

INTRODUCTION

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against disabled persons by

school districts receiving federal financial assistance. Included in Section 504 is the requirement

that disabled students be provided with a Free Appropriate Public Education (FAPE). The

regulations require identification, evaluation, provisions of appropriate services, and procedural

safeguards in every public school in the United States.

Section 504 protects all students who have any physical or mental impairment and the student’s

impairment substantially limits one or more major life activities. The IDEA, on the other hand,

defines as eligible only students who have specified types of disabilities and who, because of those

conditions, need special education and related services. All individuals who are disabled under

the Individuals with Disabilities Education Act (IDEA) are also considered to be disabled and

therefore protected under Section 504. However, all individuals who have been determined to be

disabled under Section 504 may not necessarily be disabled under IDEA. There are some students

who are not eligible for IDEA services, but who nevertheless are eligible under Section 504, and

to whom the district may therefore have responsibilities.

If school officials have reason to believe that because of a disability, as defined under Section

504, a student needs accommodations in the regular setting in order to participate in the school

program, the School 504 Committee must evaluate the student. Section 504 eligibility and the

need for a 504 plan are separate determinations. If the student is determined to have a disability

that substantially limits a major life activity under Section 504, the School 504 Committee may

develop a Section 504 plan if accommodations are needed. In cases where the 504 team

determines that there is no need for an accommodation plan, the student will be protected under

the discrimination prongs of the definition. In cases where an accommodation plan is needed,

this plan is developed to ensure that each student who is disabled within the definition of Section

504 of the Rehabilitation Act of 1973, be provided a free appropriate public education, regardless

of the nature or severity of the disability.

2

Section 504 of the Rehabilitation Act of 1973 is a broad civil rights law which protects the rights

of individuals with disabilities in programs and activities that receive Federal financial assistance

from the U.S. Department of Education.

All school-age children who meet the much broader definition of qualified with a disability

person; i.e., (1) has a physical or mental impairment which substantially limits one or more

major life activities. Major life activities are those such as walking, seeing, hearing, speaking,

breathing, learning, working, caring for oneself, major bodily functions, reading, concentrating,

thinking, communicating and performing manual tasks. The impairment need only substantially

limit one major life activity in order for the student to be eligible. To substantiate a medical

condition documentation is required. A person must have an impairment that substantially limits

one or more major life activities.

There are two other prongs to the definition: (2) has a record of such an impairment or (3) is

regarded as having such an impairment. These two prongs come into play only if a person is

being discriminated against because there is an assumption that the person has an impairment.

However, a student with a record of a past disability who does not have a current disability, or a

student who is falsely believed to have a current disability, does not actually have a

substantially limiting mental or physical impairment. Therefore, these two prongs of the

definition cannot be used for eligibility purposes.

GENERAL PURPOSE OF SECTION 504

WHO IS ELIGIBLE?

3

DUTIES OF SCHOOL-BASED SECTION 504

CONTACT

1. Disseminate information on the “Child Find” requirement of Section 504.

(a) Identify the Section 504 Contact so that staff has knowledge.

(b) Maintain 504 Brochures in front office.

(c) Discuss teacher & staff responsibilities under Section 504 at a faculty meeting at the

beginning of each school year.

2. Act as the Case Manager for Section 504 referrals.

3. Lead all Section 504 meetings at school site concerning Referral, Evaluation,

Determination of Eligibility, and Accommodation Plan.

4. Maintain a list of all Section 504 students for the school.

5. Maintain a notebook with copies of all Section 504 Accommodation Plans at the school

filed by grade level and alphabetical order. The original must be kept in the student’s

confidential file.

6. Ensure that all current teachers and other personnel, as appropriate, receive a copy of the

student’s Accommodation Plan. Designate a specific person to monitor compliance of

the plan.

7. Ensure that data entry is accurate to reflect all Section 504 students at the beginning of

each semester. Keep data current throughout the year.

8. For students transitioning to middle school and high school, notify the 504 contact at the

receiving school of 504 students and deliver their accommodation plans personally to the

new school’s 504 contact.

9. When in doubt, please call ESSS for assistance.

4

EVALUATION

A 504 evaluation should (1) document the presence of a 504 eligible disability and (2) if

determined to be necessary, provide data that will assist in planning the accommodation(s) in the

regular classroom setting. The determination of what services are needed must be made by a

group of persons knowledgeable about the student and handicapping condition, the evaluation

data, and placement options (e.g. multidisciplinary plan). The decision about 504 eligibility and

services must be documented in the student’s files and reviewed periodically. Once a student is

identified as eligible under Section 504, periodic reevaluation is required.

FUNDING

Section 504 does not provide additional funds. IDEA funds may not be used for services to

children found eligible only under Section 504.

NOTICE OF PARENT AND STUDENT RIGHTS

UNDER SECTION 504

Section 504 requires notice to the parent or guardian with respect to identification, evaluation,

and/or placement.

A copy of Section 504 Notice of Parent and Student Rights is included in this handbook.

(See SCPS Form #1459)

If a parent1 disagrees with a decision of 504 team regarding a student’s evaluation, eligibility for

services, services provided or other matters directly related to the students 504 Plan pursuant to §

504 of the Rehabilitation Act of 19732 and implementing regulations, 3the parent may file a

grievance. The purpose of this procedure is to secure fair solutions to complaints that may arise

from time to time at the lowest possible level or implementation of the 504 plan. The grievance

shall be submitted on the form provided herein. The grievance shall be filed at step 1.

SECTION 504 GRIEVANCE

PROCEDURE

5

(a) Step 1 – Principal: If the parent does not agree that the problem has been resolved

informally through discussion with the 504 team, the parent may submit a grievance to

the Principal within three (3) school days following the 504 team discussion. The

Principal will investigate and determine how to resolve the complaint(s). The Principal

will reduce his or her decision in writing within five (5) school days after receiving the

grievance and will provide a copy to the parent.

(b) Step 2 – ESSS Executive Director: If the parent is not satisfied with the Principal’s

decision, the parent(s) may submit a written request that the Executive Director of

Exception Student Support Services review the decision. The parent must request the

review within five (5) school days after receiving the Principal’s decision. The Executive

Director will review the Principal’s decision and determine whether to uphold or amend

the Principal’s decision. The Executive Director or designee will reduce the decision in

writing within ten (10) school days after receiving the request for review and will provide

it to the parent.

(c) Step 3 – Voluntary Mediation: A parent and school, through the Executive Director of the

ESSS Department, may agree to voluntary mediation regarding the issue(s) submitted for

resolution at Step 2, if the grievance is not resolved at Step 2 and as a predicate to an

impartial due process hearing. The mediator will be selected by the parent and the

school/school district from a list of independent educational mediators provided the

Florida Department of Education, The date, time, and location of the mediation will be

mutually agreed upon by the parent(s). The School Board shall be responsible for

payment of the mediator.

(d) Step 4 – Impartial Due Process Hearing: Parents are entitled to request a due process

hearing pursuant to §§120.567 and 120.57 of the Florida Administrative Procedure Act

and Fla. Admin. Code R. Chapter 28-106, Uniform Rules of Procedure, if they disagree

with decisions: (1) regarding their child’s evaluation and identification as a child entitled

to a free appropriate public education as a qualified handicapped person enrolled in a

school or program maintained by the school board; (2) accommodations provided, (3)

proposed accommodations, (4) educational program; or placement, or (5) nonacademic

services as those terms are defined by 34 C.F.R.Part 104, Subpart D.104.31-104.37.

Steps 1 and 2 must be completed prior to the filing of a request for an administrative hearing.

Step 3 is optional but recommended.

The due process hearing will be conducted by an administrative law judge assigned by the State

of Florida, Division of Administrative Hearings or a local hearing officer appointed by the

School Board.

The decision of the administrative law judge or the local hearing officer shall be final and shall

be subject only to judicial review pursuant to § 120.68, Fla. Stat. The decision of the

administrative law judge may not be modified by the School Board.

1 “Parent” is either or both parents of a student, any guardian of a student, any person in a

parental relationship to a student, or any person exercising supervisory authority over a student

in place of a parent. § 1000.21(5), Fla. Stat. 2 29 U.S.C. § 794 3 34 C.F.R. Part 104, Subpart D104.31-104.37

6

DUE PROCESS

Parents are entitled to request a due process hearing pursuant to §§120.567 and 120.57 of the

Florida Administrative Procedure Act if they disagree with decisions or actions regarding their

child’s evaluation, identification as a child requiring accommodations, accommodations

proposed, educational program, or placement. Attorney’s fees may be available to successful

litigants.

7

GUIDELINES & PROCEDURES SECTION

REFERRAL

Under the “Child Find” obligation, a school district is obligated to evaluate any child it suspects

of having a disability that substantially limits a major life activity, such as learning. A parent,

guardian, teacher or other member of the school staff may raise concern about a student.

A meeting will be scheduled with the school based 504 team and parents using SCPS Form

#1277, Notice of Section 504 Determination Meeting. The purpose of the meeting will indicate

a discussion of area of concern. Indicate whether the concern was brought by parent, teacher or

other school staff. Notes of the meeting should be written on SCPS Form #1351(e) Section 504

Meeting Summary Sheet.

If it is decided that an evaluation for eligibility should be conducted, the team will plan on what

sources of information will be needed and who will be responsible for each source identified. A

Parent Consent for Section 504 Evaluation SCPS Form #1458 must be signed by the parent if it

is determined by the team that formal assessments and observations will be conducted in addition

to review of existing records. A date to reconvene for the Determination of Eligibility Meeting

should be agreed upon.

In the event that a parent refuses to provide consent for an evaluation to be done, the parent must

advise the school, in writing, of such refusal. If the parent refuses to provide consent and does

not provide, in writing, notice of their refusal, the 504 Contact must send a letter confirming the

parent’s refusal of the evaluation to the address of record via U.S. mail. This confirmation letter

will be kept in the student’s confidential file.

When there is a suspicion that the student may be disabled in the area of learning, the process for

evaluation for ESE services should be done first.

Once a student is found ineligible for ESE, a referral may be made to the Section 504 contact for

consideration of whether the student’s difficulties are caused by a disability under Section 504.

Students who do not meet the IDEA’s eligibility criteria may or may not meet the definition of

Section 504 eligibility.

8

EVALUATION

(1) School staff must consider whether to evaluate for Section 504 eligibility when:

(a) A parent requests a Section 504 eligibility evaluation, or Section 504 accommodation plan.

(b) A parent provides medical or psychological documentation of a condition that may constitute

a disability.

(2) School staff may consider whether to evaluate for Section 504 eligibility when:

(a) A student is referred to the school intervention team and it is determined that an evaluation

under IDEA is not appropriate.

(b) Drug abuse has been documented, treatment has been received and the student is not

currently using drugs. Students who are currently using drugs are not Section 504 eligible.

(c) A disability of any kind is suspected, including temporary injuries.

(d) A student’s discipline history is characterized by a pattern of multiple suspensions,

reassignments, or expulsion is being considered for any student.

(e) A student shows a pattern of not benefiting from the instruction being provided.

(f) A student is evaluated and is found not to qualify for Exceptional Education (ESE) services

under the Individuals with Disabilities Education Act (IDEA).

(g) A student is dismissed from ESE with continuing need for accommodations.

Evaluation must draw on information from a variety of sources in the area of concern. A

medical diagnosis in and of itself does not mean a student is disabled under Section 504. The

opinion of the doctor or parent need only be considered in the decision. OCR Senior Staff

Memorandum, 19 IDELR 894 (1992)

Gather all available information. Data used for the evaluation may include, but is not limited to, medical records, school records, standardized test result, classroom observations, work sample review, anecdotal records, and interview(s) with the student, parent and school personnel.

A physician’s medical diagnosis may be considered among other sources in evaluating a

student with an impairment or believed to have an impairment which substantially limits

a major life activity. The medical diagnosis in and of itself does not constitute an

evaluation for the purposes of Section 504 eligibility. A medical diagnosis of an illness

does not automatically mean a student can receive services under Section 504.

If medical information is deemed necessary to determine whether the student is 504

eligible, then the district is responsible for providing the medical evaluation at no cost to

the parent.

9

Examine non-school factors. Conditions resulting from environmental, cultural, and

economic disadvantages are not necessarily disabilities. However, information from all

aspects of a student’s life should be considered.

Identify the actual physical or mental impairment.

Identify the major life activity. What is/are the major life activity (ies) affected? There

may be no substantial limitation in learning, but access to learning may be impaired by

other limitations. What are the limitations? Learning does not have to be impacted for a

student to have a disability in order to be eligible for 504 accommodations that are non-

instructional in nature.

Decisions are made by a group knowledgeable about the student, evaluation data, and placement

options.

10

DETERMINE ELIGIBILITY

Assemble the 504 team of persons knowledgeable about the student, evaluation data, and

placement options. A minimum of three (3) members must be present, with at least one of the

student’s teachers, one student services professional who is familiar with the student and either

the principal or Section 504 Contact person. (It is highly encouraged for an administrator to be

present.) Invite the parent via SCPS Form #1277(e).

The 504 team must identify the actual physical or mental impairment. The team identifies the

major life activity. Learning is not the only major life activity that is an area of concern.

However, access to learning may be impaired by other limitations. The team should consider

what are the limitations?

Learning does not have to be impacted for a student to have a disability in order to be eligible for

504 accommodations that are non-instructional in nature. The team must determine that the

identified impairment substantially limits a major life activity.

Remember that comparisons to learning and accessibility are made to the average population.

The team must consider the student with or without mitigating factors. As of January 1, 2009,

the school districts, in determining whether a student has a physical or mental impairment that

substantially limits a major life activity must NOT consider the ameliorating effects of any

mitigating measures that student is using. Examples of mitigating measures are: medication,

medical supplies, equipment, prosthetics, or hearing aids. NOTE: There is one exception to the

mitigating measures analysis. The ameliorative effects of the mitigating measures of ordinary

eyeglasses or contact lenses shall be considered in determining if an impairment substantially

limits a major life activity.

The team will complete the Section 504 eligibility Worksheet, SCPS Form #1501. Identify and

document all sources of information used in the evaluation. Document eligibility or ineligibility

using SCPS Form 1280(e).

The Eligibility Determination (SCPS Form 1280) will be completed. If the student’s Section 504

disabling condition substantially limits a major life activity, a school Accommodation Plan,

SCPS Form #1276 may be developed. In cases where the 504 team determines that there is no

need for an accommodation plan the student will be protected under 504 under the discrimination

prongs of the definition. Where no plan is needed the student is eligible and receives

manifestation determination, procedural safeguards, periodic reevaluation (as needed), as well as

the nondiscrimination protectors of the Section 504. If the need for a 504 plan is determined, the

Section 504 team would reconvene and develop an appropriate Section 504 Accommodation

Plan at that time. The parent will be provided with a copy of the Eligibility Determination form,

Notice of Parent and Student Rights, and if developed a copy of the Accommodation Plan.

Information will be entered into the Student Information System. All Section 504 information will

be filed in the student’s cumulative file.

11

OUT OF DISTRICT TRANSFER STUDENTS

If a student with a disability transfers from another school district with a Section 504 Plan, the

school will implement the plan to the extent practicable. The Section 504 Committee must

review the plan and supporting documentation within fifteen (15) school days of first date of

attendance. The 504 Committee must include persons knowledgeable about the meaning of the

evaluation data and knowledgeable about the placement options to determine whether the plan is

appropriate. If the plan is determined to be appropriate, the school is required to document the

plan utilizing SCPS Form #1450. If the 504 Committee determines that the plan is

inappropriate, the district is to evaluate the student consistent with the Section 504 procedures

outlined in this manual and determine which education program is appropriate for the student.

12

ACCOMMODATION PLAN

Once a student has been declared eligible under Section 504, the 504 team determines whether

an Accommodation Plan is necessary. Use SCPS Form #1450 - Section 504 Accommodation

Plan to document the accommodations. The question posed is what must school personnel do to

provide equal access for this student. Services and accommodations must be based on

information and data used in the evaluation and eligibility process.

All teachers and school personnel who would be responsible for the accommodations should

have a copy of the Accommodation Plan. The original plan is placed in the student’s

confidential file.

The school 504 contact must keep a list of all Section 504 students. Best practice is to keep a file

folder by grade level containing copies of students’ Section 504 Accommodation Plans in

alphabetical order.

The FTE Clerk must be notified of the date of Section 504 eligibility.

RE-EVALUATION

Section 504 requires periodic re-evaluations. The IDEA schedule of every 3 years may be used,

but is not required.

A reasonable timeline for re-evaluation is as follows:

Between 2nd & 3rd grade

At the beginning of 6th grade

At the beginning of 9th grade

The Accommodation Plan may be reviewed/revised at the school or parent’s requests.

Re-evaluation is required before a significant change in placement.

There is no provision for independent evaluations at district expense. The LEA should consider

any such evaluations presented.

Utilize SCPS Form #1277e to invite parents to a meeting to discuss parent concerns, and to

document parent information and medical assessments that parent brings.

13

DISCIPLINE: SUSPENSION AND EXPULSION

When an Accommodation Plan is developed, there is discussion about student behavior issues, if

any, to determine if a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan

(BIP) is needed.

Suspension: Whenever a student protected by Section 504 is recommended for suspension, the

building administrator should consider whether the behavior exhibited by the student is linked to

the disability under Section 504. Schools are strongly encouraged to pursue alternatives to out-

of-school suspension for behaviors that are linked to the disability under Section 504; however,

out-of-school suspension may be used if the principal determines it is appropriate, up to ten days.

1. When a student with a disability under Section 504 reaches a cumulative total of ten (10)

suspension days within one school year, a formal Section 504 Accommodation Review meeting

is required:

a. The building administrator will schedule the Section 504 Accommodation Review meeting to

be conducted within 10 days. The parent must be notified and invited to attend the meeting.

b. The minimum membership for a review meeting consists of:

The building administrator/ 504 contact

A teacher with knowledge of the student

Additionally:

Representatives from student services if applicable (psychologist, social worker or

guidance counselor) who were involved in the evaluation process or have sufficient

knowledge regarding the student.

Parent participation is a practical and effective means of obtaining required information.

c. The Section 504 Manifestation Determination Form (SCPS Form 1502) is completed.

d. If the offense is determined to be a manifestation of the student’s disability, the committee

will review the student’s Section 504 Accommodation Plan and amend, where appropriate.

Expulsion: Section 504 Eligible Student. When a student with a disability under Section 504 is

recommended for expulsion, the School Section 504 Committee for the student will conduct a

Manifestation Determination. If the finding of that meeting is that the behavior is a

manifestation of the student’s disability under Section 504, the student will not be recommended

for expulsion but may be considered for disciplinary reassignment by the Principal. If the

behavior is not a manifestation then the normal expulsion procedures apply. Students awaiting

expulsion hearing may be offered educational services if the period out-of-school exceeds ten

(10) days.

Statutory Authority: 1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 1001.42 (20), 1003.02 (4), 1013.43 F.S. History: New 6/17/

14

SECTION 504 FORMS

NOTICE OF 504 DETERMINATION MEETING

SCPS Form #1277 (SCPS Form #1277s – Spanish Version)

PARENT PERMISSION FOR ASSESSMENT

SCPS Form #1458

SECTION 504 ELIGIBILITY WORKSHEET

SCPS Form #1501

SECTION 504 DETERMINATION


SECTION 504 MEETING SUMMARY SHEET

SCPS Form #1351

SECTION 504 ACCOMMODATION PLAN

SCPS Form #1450

SECTION 504 RE-EVALUATION

SCPS Form #1278

SECTION 504 MANIFESTATION DETERMINATION

EVALUATION

SCPS Form #1502

NOTICE OF PARENT AND STUDENT RIGHTS UNDER SECTION

504

SCPS Form #1459

SECTION 504 GRIEVANCE FORM


15

The following persons may be invited to this conference:

Section 504 Designee Parent

Administrator Other

Classroom Teacher Other

Guidance Counselor Other

We look forward to having you participate in this meeting. Please call me at

if you have any questions about this conference. Phone

Sincerely,

Name and Position Date of Notification

(Attach Notice of Parent and Student Rights Under Section 504 – SCPS Form 1459)

Distribution: Guidance Parent Teacher

SCPS Form 1277(e) (Rev. 09/22/10) FED

SEMINOLE COUNTY PUBLIC SCHOOLS, FLORIDA

EXCEPTIONAL STUDENT SUPPORT SERVICES

NOTICE OF SECTION 504 DETERMINATION MEETING

Student # Student Last First Middle

Date DOB School Grade

Dear

You are invited to attend a conference at

Place

at on .

AM/PM Date

The purpose of this meeting is to:

Discuss area of concern indicated by parent teacher other.

Review your child’s records and determine whether he/she is eligible for a 504 Accommodation Plan. If

eligible, a 504 Accommodation Plan will be developed at this time.

Reevaluate your child’s 504 Accommodation Plan.

Manifestation Determination Meeting.

16



SECTION 504

PARENT PERMISSION FOR ASSESSMENT

Please print or type

Student Student No.

School Grade

Parent/Guardian DOB

Address Phone (Home)

City State Zip Phone (Work)

Parent’s Email Address

Primary Language Spoken

An individual assessment is being recommended for your child to assist in appropriate educational planning.

The specific area of concern is:

Other factors considered:

The individual assessments may include any of the following:

Structured Classroom Observations Behavior Rating Scales

Student Interview Objective or Projective Assessments

Other:

Committee members involved in the decision to request further assessment include:

Federal and State of Florida regulations require that you must give permission for any evaluation and further state that you have specific

rights concerning the proposed evaluation. These rights are described in the “Notice of Parent Rights Under Section 504.”

Should you have any questions regarding this request for permission to evaluate, please contact:

School 504 Contact Phone Number

Additional School Contact Phone Number

I have received Notice of Parent and Student Rights Under Section 504. (SCPS Form #1459)

Parent initials

Please indicate your decision regarding this matter by checking the space provided; sign and date this form.

Yes, I give my permission for assessment.

No, I do not give my permission for assessment.

Parent Signature Date

SCPS 1458(e) (Rev. 09/22/10) FED DISTRIBUTION: Student Services Guidance Parent

17


EXCEPTIONAL STUDENT SUPPORT SERVICES Section 504 Eligibility Worksheet

SCPS Form 1501(e) (Rev. 04/15/13) FED Page 1 of 3

Student: Student ID#: Date of Birth:

Grade: Referral Date: School:

Reason for Referral (attach additional pages if necessary):

Teacher: Teacher: Teacher: Teacher:

Attendance

Is this student enrolled in school? Yes No (if no, explain)

This student has been absent for __ __days out of _ ___school days this school year. (Reasons):

List schools previously attended:

Student Grade Reports

Current Year Grade Report by Grading Period _ __-_ __Year Grades

_ __-_ __ Year Grades

Subject: 1 2 3 4 5 6 Final Subject: Subject:

Over time, this student’s grades: (check the appropriate box)

have become higher each year

stayed about the same each year have become lower each year

dropped suddenly in ___ grade

data not available

Compared with most of the other students in this school, this student’s grades: (check the box)

are better are about the same are worse

data not available

Has the student ever been retained? Yes No If YES, list grade level(s) where retention occurred and reason for retention(s)

18

Evaluation Data for State Assessment (FCAT/EOC)

FCAT Latest Administration School Year:

FCAT Previous School Year: EOC School Year:

Subject

Level Scale Score Subject

Level Scale Score Subject

Pass? (Y/N)

Level

Reading Reading

Mathematics Mathematics

Writing Writing

Science Science

Over time, this student’s test scores: (check the appropriate box)

have become better each year have stayed about the same each year

have become worse each year

dropped suddenly in ___ grade

data not available

Compared to the mean of the district/school/classroom, this student’s test scores: (circle comparison group and check the appropriate box)

improved each year stayed about the same each year

worsened each year Other:

Health Information Person conducting screening:

Attach information relating to any doctor’s order, diagnoses, or evaluation pertaining to disability (example, medical reports, psychological reports, ADD/ADHD diagnostic information, etc.)

Does student exhibit any signs of health or medical problems? No Yes. If yes, attach observations

Is student receiving any medications at school? No Yes, attach list of medications

Does the student require adaptive equipment or facility adaptation? No Yes, attach list of needs

Does the student have a physical or mental impairment that is episodic? No Yes

If yes, please describe the condition, when and how often it is active, and its impact on the student when it is active.

Does the student have a physical or mental impairment that is in remission? No Yes


Discipline Information (Attach copies of any behavioral plan or contract)

Identify the behaviors exhibited by the student (check all that apply)

Poor attention and concentration Shifts from one uncompleted task to another

Often loses things necessary for tasks Interrupts or intrudes on others

Excessively high/low activity level Difficulty working with peers

Difficulty following directions Difficulty remaining seated

Fidgets, squirms or seems restless Confrontational

Dress code violations Leaves class without permission

Brings inappropriate items to school Other

In response to these behaviors, what behavior management techniques have been attempted? Results of these techniques:

Has this student been suspended, expelled or removed to an alternative placement during the previous or current school year?

No Yes (see below)

If yes, explain and attach copies of all disciplinary referrals (including those that resulted in discipline other than suspension, or expulsion). Report totaling removal days.

19

Health Information continued: …. Vision Type of screening: Date of screening: (Vision examination must have been administered within a year from the date of referral) Visual acuity before correction: Right __ _______ Left ___ _____ Visual acuity with correction: Right ___ ______ Left ____ ____

Hearing Date of most recent screening: Type of screening:

Results:

Interpretation of results:

As a result of the screening, is there any indication of a need for further assessment

or adjustment?

No Yes. If yes, explain


©1999, 2010 RICHARDS LINDSAY & Martin, L.L.P. CESD §504 Compliance System, Nov. 23, 2010 (Pre-ADAAA Guidance) For use or adaptation by Florida public schools with this copyright information intact. All other rights reserved.

20

SEMINOLE COUNTY PUBLIC SCHOOLS, FLORIDA EXCEPTIONAL STUDENT SUPPORT SERVICES

SECTION 504 ELIGIBILITY

Student Student #

Last First Middle


Yes No 1. Does the student have a physical or mental condition? If so, what?

Yes No 2. Does the condition substantially limit a major life activity?

If yes, list major life activity affected

The following documentation was used in the evaluation process:

Medical Information Parent Conference

Behavioral Checklist(s) Academic Tests

Behavioral Observation(s) Current Grades

Behavioral Management Records Other Factors

Tests, Records, Reports

Specify type, date

Yes No This evaluation supports eligibility under Section 504. If the answer to either question above is “No,” the student is not covered under Section 504 and is deemed “ineligible.” Record attendance of committee members below and give parents a copy of this form to indicate ineligibility and a copy of the “Parent Right.” If the answer to both questions above is “Yes,” the student is protected under Section 504 and may be in need of accommodations in the school environment or in school activities. If so, the committee will develop an accommodation plan to reflect appropriate accommodations and provide a copy of this document, the plan, and parent right to the parents.

Yes No This student is in need of a Section 504 Accommodation Plan.

The following were present at the meeting (as reflected by signature):

Section 504 Contact Parent

School Administrator Teacher

Other Other

Other Other


Distribution: Guidance Parent


21


SCPS Form 1351(e) (Rev.11/19/13) FED Distribution: Guidance Parent



SECTION 504

MEETING SUMMARY SHEET

Student Student# Date of Birth

Meeting Date School Grade

Summary

The following persons were in attendance and by signing below verify that Seminole County Public Schools

did not discourage or prevent the parent/ guardian from bringing an advocate or advisor to assist them in the

meetings relating to their child’s educational program.


Administrator Certified School Counselor


22



SECTION 504

ACCOMMODATION PLAN

Student

Student#

Date of Birth

Date

School

Grade

Physical/Mental Condition That is a Disability:

The school-based Section 504 Committee has reviewed all relevant information regarding the

above student and determined that the student is protected under Section 504 and is in need of

accommodations in the school environment and/or in school activities. The following

accommodations will be provided (Committee should list accommodations and other relevant

considerations, such as specific activity/environment where needed, etc.):

The following persons were in attendance:


Administrator Certified School Counselor



SCPS Form #1450(e) (Rev. 02/07/14) FED

23



SECTION 504 RE-EVALUATION FORM

Student #

Student

Last First Middle


Teacher

reason(s) for Re-evaluation:

End of year review

Disciplinary review

Program change (Special Ed, Alternative Ed, etc.)

Articulation Middle/High School

3 year re-evaluation

Other

Outcomes of existing accommodations:

Recommendation(s):

Committee reviewed records including Section 504 Accommodation Plan.

Continue accommodations on existing Section 504 Accommodation Plan.

Modify existing Section 504 Accommodation Plan.

Student meets IDEA eligibility criteria at this time.

Student does not meet eligibility requirements for a Section 504 Accommodation Plan at this time.

Committee Signatures:


Administrator Psychologist


Certified School Counselor Other


Distribution: Guidance Parent


24



Section 504 Manifestation Determination Evaluation

SCPS 1502(e) (Rev. 11/20/12) FED Page 1 of 2

Procedural Checklist: Both boxes must be checked before the §504 evaluation for manifestation determination can occur. Verify how the parent was informed of the date, time, and place for this evaluation

in writing by phone in person Other? Verify that the §504 Committee is a group, including a person with the knowledge in each of the required areas.

(See below)

Student: Student ID #: School/District: Date of Evaluation:

§504 Committee Membership: By regulation, the Section 504 Committee is a group of knowledgeable people. Within the group, each required type of knowledge must be present. List each member attending and check the area of knowledge each provides (attach an additional sheet if necessary). Each required area of knowledge must be present on the committee. Name Position/Title Knowledge of … The child

The meaning of the evaluation data

The placement options

The child



The child



The child



The child



Evaluation Data Considered from a Variety of Sources The Committee reviewed and carefully considered data gathered from a variety of sources, including the Referral Document. [Please check each type of data reviewed by the Committee, or attach copies of the data.]

Parent input Student work portfolio

Grade reports Special education records (specify)

Standardized Tests and Other Tests Disciplinary records/referrals

Early Intervention data Medical evaluations/diagnoses

Teacher/Administrator Input Witness statements

School Health Information Other

Note: If information from a conversation or other data in unwritten form was considered, please document that oral data relied upon by attaching written notes summarizing the conversation or data.

25

Behavior subject to disciplinary action (The 504 Committee does not address whether or not the alleged behavior occurred): List each of the student’s Section 504 qualifying physical or mental impairments: The Section 504 Committee reviewed and discussed the data listed above. Based on this review, the Committee has made the following determinations:

Question #1: Was the conduct in question caused by, or directly and substantially related to the student’s disabilities?

Yes

No

Question #2: Was the conduct in question the direct result of the school’s failure to implement the student’s Section 504 plan, if there was any such failure?

Yes

No

Results: If either of the questions are answered “yes”, the behavior must be considered to be a manifestation of the student’s disability. In that event, the student cannot be expelled or placed in the school’s disciplinary alternative education setting for more than 10 school days.

Committee Notes: SCPS 1502(e) (Rev. 11/20/12) FED Page 2 of 2 ©1999, 2009 RICHARDS LINDSAY & MARTIN, L.L.P. CESD §504 Compliance System, Nov. 19, 2009 (Pre-ADAAA Guidance) For use or adaptation by Florida public school districts with this copyright information intact. All other rights reserved.

26

SEMINOLE COUNTY PUBLIC SCHOOLS, FLORIDA EXCEPTIONAL STUDENT SUPPORT SERVICES

Notice of Rights for Disabled Students and their Parents Under §504 of the Rehabilitation Act of 1973

The Rehabilitation Act of 1973, commonly known in the schools as “Section 504”, is a federal law passed by the United States Congress with the purpose of prohibiting discrimination against disabled persons who may participate in, or receive benefits from, programs receiving federal financial assistance. In the public schools specifically, §504 applies to ensure that eligible disabled students are provided with educational benefits and opportunities equal to those provided to non-disabled students.

Under §504, a student is considered “disabled” if he or she suffers from a physical or mental impairment that substantially limits one or more of their major life activities, such as learning, walking, seeing, hearing, breathing, working, and performing manual tasks. Section §504 also applies to students with a record of having a substantially-limiting impairment, or who are regarded as being disabled even if they are truly not disabled. Students can be considered disabled, and can receive services under §504, even if they do not qualify for, or receive, special education services.

The purpose of this Notice is to inform parents and students of the rights granted them under §504. The federal regulations that implement §504 are fund at Title 34, Part 104 of the Code of Federal Regulations (CFR) and entitle eligible students and their parents, to the following rights:

1. You have the right to be informed about your rights under §504. [34 CFR 104.32] The School District must provide you with written notice of your rights under §504 (this document represents written notice of rights as required under §504). If you need further explanation or clarification of any of the rights described in this Notice, contact appropriate staff persons at the District’s §504 Office and they will assist you in understanding your rights.

2. Under §504, your child has the right to an appropriate education designed to meet his or her educational needs as adequately as the needs of non-disabled students are met. [34 CFR 104.33].

3. Your child has the right to free educational services, with the exception of certain costs normally also paid by the parents of non-disabled students. Insurance companies and other similar third parties are not relieved of any existing obligation to provide or pay for services to a student that becomes eligible for services under §504. [34 CFR 104.33]

4. To the maximum extent appropriate, your child has the right to be educated with children who are not disabled. Your child will be placed and educated in regular classes, unless the District demonstrates that his or her educational needs cannot be adequately met in the regular classroom, even with the use of supplementary aids and services. [34 CFR 104.34].

5. Your child has the right to services, facilities, and activities comparable to those provided to non-disabled students. [34 CFR 104.34].

6. The School District must undertake an evaluation of your child prior to determining his or her appropriate educational placement or program of services under §504, and also before every subsequent significant change in placement. [34 CFR 104.35].

7. If formal assessment instruments are used as part of an evaluation, procedures used to administer assessments and other instruments must comply with the requirements of §504 regarding test validity, proper method of administration, and appropriate test selection. [34 CFR 104.35]. The District will appropriately consider Information from a variety of sources in making its determinations, including, for example: aptitude and achievement tests, teacher recommendations, reports of physical condition, social and cultural background, adaptive behavior, health records, report cards, progress notes, parent observations, and scores on TAKS tests, and mitigating measures, among others. [34 CFR 104.35]

8.Placement decisions regarding your child must be made by a group of persons (a §504 committee)

knowledgeable about your child, the meaning of the evaluation data, possible placement options, and the

requirement that to the maximum extent appropriate, disabled children should be educated with non-

disabled children [34 CFR 104.35].

SCPS Form 1459 (Rev. 02/07/14) FED Page 1 of 2

27

9. If your child is eligible for services under §504, he or she has a right to periodic evaluations to determine if

there has been a change in educational need. Generally, an evaluation will take place at least every three

years. [34 CFR 104.35].

10. You have the right to be notified by the District prior to any action regarding the identification, evaluation,

or placement of your child. [34 CFR 104.36]

11. You have the right to examine relevant documents and records regarding your child (generally documents

relating to identification, evaluation, and placement of your child under §504). [34 CFR 104.36]

12. You have a right to present a grievance or complaint to the District’s §504 Coordinator (or designee), who

will investigate the situation, take into account the nature of the compliant and all necessary factors, and

respond appropriately to you within a reasonable time. See page 4 for SCPS Section 504 Grievance Procedure.

13. If you disagree with the decision of the 504 Coordinator you may request an impartial due process

hearing with regard to your child’s identification, evaluation, or placement under §504. [34 CFR 104.36]. You

have the right to participate personally at the hearing, and to be represented by an attorney, or a qualified

representative, if you wish to hire one.

14. If you wish to contest an action taken by the §504 Committee by means of an impartial due process

hearing, you must submit a Notice of Appeal or a Request for Hearing to the District’s §504 Coordinator at:

IDEA Compliance Administrator, 400 E. Lake Mary Blvd., Sanford, FL 32773

A date will be set for the hearing and an impartial hearing officer will be appointed. You will then be notified

in writing of the hearing date, time, and place.

15. If you disagree with the decision of the hearing officer, you have a right to seek a review of that decision

before a court of competent jurisdiction (normally, your closest federal district court).

16. You also have a right to file a complaint to the Office for Civil Rights (OCR) of the Department of Education.

The address of the OCR Regional Office that covers this school district is:

Director, Office of Civil Rights 61 Forsyth St. S.W., Suite 19T70, Atlanta, GA 30303-8927, Tel. 404-974-9406

SCPS Form 1459 (Rev. 02/07/14) FED Page 2 of 2

©1999, 2010 RICHARDS LINDSAY & MARTIN, L.L.P. CESD §504 COMPLIANCE SYSTEM, Nov. 23, 2010 (PRE-ADAAA Guidance)

For use or adaptation by Florida public schools with this copyright information intact. All other rights reserved

28



Adviso a Padres de Estudiantes Incapacitados de sus Derechos Legales

bajo la Sección 504 del Decreto de Rehabilitación de 1973

El Decreto de Rehabilitación de 1973, conocido generalmete como la “Sección 504” es una ley federal legislada

por el Congreso de los Estados Unidos. El propósito de esta le yes de prohibir discriminación contra estudiantes

incapacitados y asegurar que tengan opottuidades y beneficios educativos tan adequados como los de

estudiantes sin incapacidades.

Baja la Sección 504, un estudiante es considerado incapacitado si padece de un impedimento o condición fisica o

mental que limita substanciálmente una de sus actividades vitales, como la de aprender, caminar, ver, oir,

hablar, respirar, trabajar y desempeñar tareas manuals.La ley tambien protégé a estudinantes que han tenido

un impedimento o condición fisica o mental substancial en el pasado, o que son considerados incapacitados

aunque realmente no lo son. Estudiantes pueden ser considerados incapacitados bajo la Sección504 y pueden

rrecibir asistencia educative bajo esa ley aunque no reciban educación especial.

El propósito de este Aviso es de explcarle los derechos legales garantizados bajo la Sección 504 a estudiantes

incapacitados y a sus pdres. Los reglamentos federales que dan efecto a la Sección 504 (los cuales se encuentran

en el Título 34, Parte 104 del Código Federal de Reglamentos, o CFR) otorgan a los padres de familia y a

estudiantes incapacitados los siguientes derechos:

1. Usted tiene derecho a ser informado de sus derechos bajo la Sección 504 [34 CFR 104.32]. El distrito escolar

debe darle información escrita sobre sus derechos (este Aviso precisamente sirve para informarle de sus

derechos). Si necesita que le expliquen o clarifiquen cualquier de los derechos, los dirigentes apropiados del

distrito escolar le ayudarán a resolver sus preguntas.

2. Bajo la Sección 504, su hijo/a tiene derecho a una educación apropriada diseñada para satisfacer sus

necesidades educativas individuals tan adecuádamente como las de estudiantes sin incapacidades. [34 CFR

104.33]

3. Su hijo/a tiene derecho a a servicios educativos gratuitos, con la excepción de gastos que normalmete se les

cobran tambien a estudiantes sin incapacidades (o a sus padres). Compañias de seguros, y otras terceras

personas similares, no son libres de sus obligaciones normales para proporcionar o pagar por servicios para un

estudiante considerado incapacidado baja la Sección 504 no disminuye su derecho a recibir otra asistencia

pública o privada de cualquier tipo.

4. Su hijo/a tiene derecho a ser colocado en el ambiente que permita máximo contacto y relaciones con

estuduantes sin incapacidades. [34 CFR 104.34]. A menos que sus necesidades educativas no peudan ser

satisfechas ahí, su hijo/a será colocado en clases regulares.

5. Su hijo/a tiene derecho a equipo, clases, edificios, servicios y actividades comparables a las que son

proporcionadas a estuduantes sin incapacidades. [34 CFR 104.34].

6. Su hijo/a tiene derecho a una evaluación antes de determinar una colocación educative o programa de

asistencia bajo la Sección 504, y tambien antes de cualquier cambio importante en colocación subsequente. [34

CFR 104.35].

7. Procedimientos utilizados para administrar pruebas y otras evaluaciones educativas deben cumplir con los

requisites de la Sección 504 en cuanto a la validez de las pruebas, su forma de administración, y las areas

necesarias de evaluación. [34 CFR 104.35]. El distrito considerará apropiadamente información de diversas

Fuentes y origenes, incluyendo, por ejemplo; pruebas de aptitudes y aprovechamiento. Recomendaciones de

maestros, reportes de condición fisica, antecedents socials y culturales, analysis de comportamiento adaptado,

reportes médicos, calificaciones, repotes de progreso, observaciones de los padres,anécdotas de maestros,

calificaciones en los examines estatales, y medidas aliviantes, entre otras.[34 CFR 104.35]

SCPS Form 1459s (Rev. 02/07/14) FED page 1 of 2

29

8. Las decisiones de colocación educativa deben realizarse por un grupo de personas (llamado el comitė 504)

que conocen la situación de su hijo/a, el significado de los resultados de las evaluaciones, las opciones de

colocación, y la obligación legal de asegurar el ambiente educativo que permita el măximo contacto con

estudiantes no incapacitados. [34 CFR 104.35]

9. Si es considerado incapacitado bajo la Sección 504, su hijo/a tendra derecho a que se le den nuevas pruebas

y evaluaciones a ciertos tiempos, para determiner si sus necesidades educativas han cambiado. Generalmente

evaluaciones educativas se pondrán al corriente para cada niňo incapacitado por lo menos cada tres años. [34

CFR 104.35.]

10. Usted tiene derecho a que el distrito escolar le avise antes de tomar cualquier acción en relación a la

identificación, evaluación o colocación educativa de su hijo/a. [34 CFR 104.36].

11. Usted tiene derecho a examinar archivos y documentos relacionadios a la educación de su hijo/a

(normalmente archivos y documentos con relación a la identificación, evaluación o colocación educativa de su

hijo/a). [ 34 CFR 104.36].

12. Tiene el derecho de presentar una queja local al Coordinador de §504 del Districto Escolar (o su

dirigente), quien investigara la situacion, considerara los temas de la queja y todo factor necesario, y

respondera apropiadamente a usted en un plazo de tiempo razonable. Vea la página 4 para la Sección 504 de

SCPS para el procedimiento de queja.

13. Si usted no esta de acuerdo con the decision del Coordinador 504 usted puede pedir una audiencia

imparcial en relación a la identificación, evaluación, o colocación educativa de su hijo(a) bajo 504. [34 CFR

104.36] Usted tiene el derecho participar personalmente en tal audiencia y de ser representada por un

abogado o un representante cualificado, si desea contratarlo.

14. Si desea ptotestar o disputar las acciones del Comité 504 fel distrito a traves de una audiencia imparcial,

debe presentar un Aviso de Apelación escrito ante el Coordinador 504 del distrito, en la siguiente dirección.

IDEA Compliance Administrator, 400 E. Lake Mary Blvd., Sanford, FL 32773

Se fijará una fecha para una audiencia ante un oficial imparcial, y serán notificados por escrito de la fecha,

hora, y lugar de la audiencia.

15. Si usted está en desacuerdo con la decisión final del oficial imparcial de audiencia, tiene derecho a apelar

esa decisión a una corte de jurisdicción adequada; normalmente, la corte federal local. [34 CFR 104.36].

16. Usted también tiene el derecho a presentar una queja ante la Oficina de Derechos Civiles de el

Departamento de Educación de los Estados Unidos. La dirección de la Oficina Regional a la cual pertenece a

este distrito es:

Director, Office for Civil Rights

61 Forsythe St. S.W., Suite 19T70, Atlanta, GA 30303-8927, Tel. 404-974-9406

SCPS Form 1459s (Rev. 02/07/14) FED page 2 of 2

©1999, 2010 RICHARDS LINDSAY & MARTIN, L.L.P. CESD §504 COMPLIANCE SYSTEM, Nov. 23, 2010 (PRE-ADAAA

GuidanceFor use or adaptation by Florida public schools with this copyright information intact. All other rights reserved.

30



504 GRIEVANCE FORM

If you have a complaint regarding your child and Section 504 of the Rehabilitation Act, please complete this form and

return it to:

Ida Mazar Executive Director, Exceptional Student Support Services

Seminole County Public Schools 400 E. Lake Mary Blvd. Sanford, Florida 32773

407-320-0216

Parent’s Name:

Phone: (Home): (Work):

Student’s Name:

Address:

Age: Grade: School:

Student’s Disability:

Nature of Complaint (please be specific):


31

ESCUELAS PÚBLICAS DEL CONDADO SEMINOLE, FLORIDA

SERVICIOS DE APOYO PARA ESTUDIANTE EXCEPCIONALES

FORMULARIO DE QUEJA 504

Si usted tiene una queja con respecto a su hijo y la sección 504 del Acta de rehabilitación, por favor complete este

formulario y devolverlo a:

Ida Mazar Directora Ejecutiva, Servicios de Apoyo para Estudiante Excepcionales

Escuelas Públicas del Condado Seminole 400 E. Lake Mary Blvd. Sanford, Florida 32773

407-320-0216

Nombre de los Padres:

Teléfono: (Hogar): (Trabajo):

Nombre del Estudiante:

Dirección:

Edad: Grado: Escuela:

Discapacidad del Estudiante:

Razón de queja (por favor especificar):

SCPS Form 1279s (e) (Rev. 02/07/14) FED

32

OTHER RESOURCES

District Guide for Meeting the Needs of Students (publication #ESE 7671)

http://www.fldoe.org/ese/pdf/sect504.pdf

The focus of this document is on the ways in which Section 504 impacts the education of

Florida’s students with disabilities. It contains sample forms, including Notice of

Parental Rights under Section 504 of Rehabilitation Act of 1973 and Section 504

Grievance Procedure Checklist.

A Parent and Teacher Guide to Section 504: Frequently Asked Questions (publication

#ESE 11780)

http://www.fldoe.org/ese/pdf/504bro.pdf

This pamphlet addresses ten frequently asked questions regarding implementation of

Section 504 in public school settings.

Protecting Students With Disabilities: Frequently Asked Questions About Section 504

and the Education of Children with Disabilities

http://www.ed.gov/about/offices/list/ocr/504faq.html

This document is a revised version of a document originally developed by the Chicago

office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to

clarify the requirements of Section 504 in the area of public elementary and secondary

education. The revisions incorporate information about the Americans with Disabilities

Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which

amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming

amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in

Section 504.

Norlin, John, (2008) (3rd edition). What Do I Do When… The Answer Book on Section

504, LRP Publications, Horsham, Pennsylvania.

This book, written in a question and answer format, incorporates recent judicial decisions

and OCR Letters of Finding in providing clarification on what Section 504 mandates.

This edition also includes and analysis of the regulations implementing the Individuals

with Disabilities Education Act and how they compare to Section 504.

http://www.fldoe.org/ese/pdf/sect504.pdf

http://www.fldoe.org/ese/pdf/504bro.pdf

http://www.ed/gov/about/offices/list/ocr/504faq.html

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owev

er, t

here

are

maj

or d

iffer

ence

s bet

wee

n th

em,

spec

ifica

lly in

the

crite

ria u

sed

to d

eter

min

e el

igib

ility

and

the

defin

ition

of a

free

and

ap

prop

riate

pub

lic e

duca

tion.

IDEA

pro

vide

s mor

e sp

ecifi

c ca

tego

ries o

f dis

abili

ties,

incl

udin

g m

enta

l han

dica

p, d

eaf o

r har

d-of

-hea

ring,

spe

ech

or la

ngua

ge im

pairm

ents

, vi

sual

impa

irmen

ts (i

nclu

ding

blin

dnes

s), e

mot

iona

l/beh

avio

ral d

isab

ilitie

s, or

thop

edic

im

pairm

ents

, aut

ism

spe

ctru

m d

isor

der,

traum

atic

bra

in in

jury

, oth

er h

ealth

impa

irmen

ts,

and

spec

ific

lear

ning

dis

abili

ties.

For a

stu

dent

to re

ceiv

e ex

cept

iona

l stu

dent

edu

catio

n se

rvic

es u

nder

IDEA

, the

stu

dent

’s e

duca

tiona

l per

form

ance

mus

t be

adve

rsel

y af

fect

ed b

y th

e di

sabi

lity

and

he o

r she

mus

t be

in n

eed

of s

peci

al e

duca

tion

serv

ices

(i.e

., sp

ecia

lized

in

stru

ctio

n). S

tude

nts w

ith a

dis

abili

ty w

ho m

eet s

peci

fic ID

EA re

quire

men

ts a

re a

lso

prot

ecte

d un

der S

ectio

n 50

4. F

inal

ly, I

DEA

app

lies o

nly

to in

divi

dual

s fro

m b

irth

thro

ugh

age

21.

Sect

ion

504

is n

ot li

mite

d to

spe

cific

dis

abili

ty c

ateg

orie

s and

doe

s not

requ

ire e

vide

nce

that

the

disa

bilit

y ad

vers

ely

affe

cts t

he s

tude

nt’s

edu

catio

nal p

erfo

rman

ce. H

owev

er, t

he

defin

ition

sta

tes t

hat i

n or

der t

o be

elig

ible

for a

n ac

com

mod

atio

n pl

an, t

he s

tude

nt m

ust

“hav

e a

phys

ical

or m

enta

l im

pairm

ent w

hich

sub

stan

tially

lim

its o

ne o

r mor

e m

ajor

life

ac

tiviti

es.”

Maj

or li

fe a

ctiv

ities

und

er S

ectio

n 50

4, in

clud

es c

arin

g fo

r one

self,

per

form

ing

man

ual t

asks

, wal

king

, see

ing,

hea

ring,

spe

akin

g, b

reat

hing

, lea

rnin

g, a

nd w

orki

ng.

Stud

ents

inel

igib

le fo

r ser

vice

s pro

vide

d un

der I

DEA

may

be

elig

ible

for a

ccom

mod

atio

ns

unde

r Sec

tion

504.

Fin

ally

, Sec

tion

504

cove

rs in

divi

dual

s of a

ll ag

es.

10.

Who

m d

o I c

onta

ct fo

r in

form

atio

n on

Sec

tion

504?

Pare

nts

and

teac

hers

may

con

tact

the

scho

ol p

rinci

pal;

the

scho

ol d

istri

ct’s

Sec

tion

504

coor

dina

tor;

the

Flor

ida

Dep

artm

ent o

f Edu

catio

n’s

Stud

ent S

uppo

rt Se

rvic

es o

ffice

at

850.

922.

3727

; the

Flo

rida

Dep

artm

ent o

f Edu

catio

n’s

Offi

ce o

f Equ

ity a

nd A

cces

s at

85

0.24

5.05

11; o

r the

U.S

. Dep

artm

ent o

f Edu

catio

n’s

Offi

ce fo

r Civ

il R

ight

s at

40

4.56

2.63

50 o

r e-m

ail O

CR

.Atla

nta@

ed.g

ov.

Flor

ida

Dep

artm

ent

of E

duca

tion

Jean

ine

Blom

berg

, Com

mis

sion

er

ESE

1178

0

504 A P

aren

t an

d Te

ache

r G

uide

to

Sec

tion

504

:Fr

eque

ntly

Ask

ed Q

uest

ions

Sect

ion

504

is p

art o

f a fe

dera

l civ

il rig

hts

law

kno

wn

as th

e R

ehab

ilita

tion

Act

of 1

973.

Thi

s la

w s

peci

fical

ly

proh

ibits

dis

crim

inat

ion

agai

nst s

tude

nts

with

dis

abili

ties

and

guar

ante

es th

em a

free

and

app

ropr

iate

pub

lic

educ

atio

n (F

APE

). D

iscr

imin

atio

n, a

s de

fined

in S

ectio

n

504,

is th

e fa

ilure

to p

rovi

de s

tude

nts

with

dis

abili

ties

the

sam

e op

portu

nity

to b

enefi

t fro

m e

duca

tion

prog

ram

s,

serv

ices

, or a

ctiv

ities

as

is p

rovi

ded

to th

eir n

ondi

sabl

ed

peer

s. Th

eref

ore,

sch

ools

can

not e

xclu

de s

tude

nts

with

disa

bilit

ies

from

faci

litie

s, pr

ogra

ms,

bene

fits,

activ

ities

, or

serv

ices

that

are

pro

vide

d to

stu

dent

s w

ithou

t dis

abili

ties.

Scho

ols

mus

t mak

e su

re th

at a

ll st

uden

ts re

ceiv

e eq

ual

acce

ss to

edu

catio

nal o

ppor

tuni

ties.

Stud

ents

with

disa

bilit

ies

rece

ivin

g ex

cept

iona

l stu

dent

edu

catio

n (E

SE)

serv

ices

, as

defin

ed b

y th

e In

divi

dual

s w

ith D

isab

ilitie

s

Educ

atio

n A

ct (I

DEA

), ar

e pr

otec

ted

unde

r Sec

tion

504,

but

not a

ll Se

ctio

n 50

4 st

uden

ts a

re e

ligib

le fo

r ESE

.

Que

stio

ns a

nd A

nsw

ers

5.

Wha

t is t

he r

ole

of te

ache

rs?

1.

How

doe

s the

Reh

abili

tatio

n A

ct o

f 197

3 de

fine

a “p

erso

n w

ith d

isabi

litie

s”?

The

Reh

abili

tatio

n A

ct o

f 197

3 de

fines

a p

erso

n w

ith d

isab

ilitie

s as a

ny p

erso

n w

ho

has a

phy

sica

l or m

enta

l im

pairm

ent t

hat s

ubst

antia

lly li

mits

one

or m

ore

maj

or li

fe

activ

ities

, has

a re

cord

of s

uch

impa

irmen

t, or

is re

gard

ed a

s hav

ing

an im

pairm

ent.

Maj

or

life

activ

ities

as d

efine

d in

the

Reh

abili

tatio

n A

ct o

f 197

3 in

clud

e ca

ring

for o

ne’s

sel

f, pe

rfor

min

g m

anua

l tas

ks, w

alki

ng, s

eein

g, h

earin

g, s

peak

ing,

bre

athi

ng, l

earn

ing,

and

w

orki

ng. L

earn

ing

does

not

hav

e to

be

the

maj

or li

fe a

ctiv

ity a

ffec

ted

in o

rder

for a

n in

divi

dual

to b

e el

igib

le fo

r pro

tect

ions

and

ser

vice

s und

er S

ectio

n 50

4.

2.

How

are

stud

ents

iden

tified

as h

avin

g a

disa

bilit

y?

A p

aren

t, te

ache

r, or

oth

er m

embe

r of t

he sc

hool

staf

f may

rais

e a

conc

ern

abou

t a st

uden

t’s

uniq

ue n

eed

for s

peci

al h

elp.

Par

ents

, tea

cher

s, an

d ot

her s

taff

mem

bers

will

mee

t to

disc

uss

all r

elev

ant i

nfor

mat

ion

abou

t the

stud

ent.

The

pare

nts’

parti

cipa

tion

in th

is m

eetin

g is

crit

ical

an

d he

lps t

o es

tabl

ish

an a

ccur

ate

pict

ure

of th

e st

uden

t’s n

eeds

. At t

he m

eetin

g, th

e te

am w

ill

cons

ider

whe

ther

the

stud

ent h

as a

dis

abili

ty th

at su

bsta

ntia

lly li

mits

a m

ajor

life

act

ivity

. (S

ee d

efini

tions

in q

uest

ion

#1.)

If th

e te

am n

eeds

mor

e in

form

atio

n, th

ey w

ill re

ques

t the

pare

nt’s

con

sent

to e

valu

ate

the

stud

ent.

If th

e te

am d

eter

min

es th

at th

e st

uden

t doe

s hav

e a

disa

bilit

y, th

ey w

ill th

en id

entif

y w

hat t

ypes

of s

uppo

rt, o

r acc

omm

odat

ions

, are

app

ropr

iate

to m

eet t

he st

uden

t’s n

eeds

. The

acc

omm

odat

ions

will

be

desc

ribed

in a

doc

umen

t ref

erre

d to

as

the

Sect

ion

504

acco

mm

odat

ion

plan

.

3.

Wha

t is i

nclu

ded

in a

Sec

tion

504

acco

mm

odat

ion

plan

?

A S

ectio

n 50

4 pl

an d

escr

ibes

the

acco

mm

odat

ions

that

the

scho

ol w

ill p

rovi

de to

supp

ort

the

stud

ent’s

edu

catio

n. T

he te

am th

at d

eter

min

ed th

e st

uden

t’s e

ligib

ility

for S

ectio

n 50

4 an

d id

entifi

ed th

e ne

eded

acc

omm

odat

ions

will

writ

e th

e ac

com

mod

atio

n pl

an. W

hile

Se

ctio

n 50

4 do

es n

ot re

quire

a w

ritte

n pl

an, i

t doe

s req

uire

doc

umen

tatio

n of

eva

luat

ions

and

acco

mm

odat

ions

. It i

s ver

y us

eful

to h

ave

a w

ritte

n pl

an to

pro

vide

cla

rity

and

dire

ctio

n to

the

indi

vidu

als d

eliv

erin

g se

rvic

es o

r mak

ing

acco

mm

odat

ions

.

Whi

le th

ere

is n

o tim

e lim

it sp

ecifi

ed fo

r an

acco

mm

odat

ion

plan

, a y

early

revi

ew is

reco

mm

ende

d. S

ectio

n 50

4 ac

com

mod

atio

n pl

ans m

ay b

e up

date

d at

any

tim

e to

refle

ctch

ange

s and

reco

mm

enda

tions

by

the

team

.

4.

Wha

t is t

he r

ole

of p

aren

ts?

Pare

nts a

re th

eir c

hild

’s fi

rst a

nd m

ost i

mpo

rtant

teac

hers

, as w

ell a

s the

ir ad

voca

tes.

If a

pa

rent

bel

ieve

s his

or h

er c

hild

has

a d

isab

ility

or i

s hav

ing

prob

lem

s in

scho

ol, t

he c

hild

’s

teac

her s

houl

d be

con

tact

ed to

dis

cuss

thes

e co

ncer

ns. B

uild

ing

a st

rong

par

ent/s

choo

lre

latio

nshi

p be

gins

with

effe

ctiv

e co

mm

unic

atio

n. P

aren

ts p

lay

a ke

y ro

le b

y pr

ovid

ing

impo

rtant

info

rmat

ion

to sc

hool

s abo

ut th

eir c

hild

’s n

eeds

, par

ticul

arly

for s

tude

nts w

ith

disa

bilit

ies.

As a

n ad

ded

bene

fit, t

his i

nvol

vem

ent d

emon

stra

tes t

he im

porta

nce

the

pare

nt

plac

es o

n ed

ucat

ion.

Cla

ssro

om te

ache

rs n

eed

to b

e fle

xibl

e in

thei

r tea

chin

g te

chni

ques

and

exp

ecta

tions

for

stud

ents

with

dis

abili

ties.

In o

rder

for s

tude

nts w

ith d

isab

ilitie

s to

be su

cces

sful

in sc

hool

,te

ache

rs m

ay n

eed

to m

odify

the

clas

sroo

m e

nviro

nmen

t, ad

just

thei

r tea

chin

g st

rate

gies

,or

mak

e ot

her a

ccom

mod

atio

ns. I

n ad

ditio

n to

mak

ing

clas

sroo

m m

odifi

catio

ns, o

ther

task

sin

clud

e as

sess

men

t of s

tude

nt p

rogr

ess a

nd e

ffect

ive

com

mun

icat

ion

with

par

ents

. Tea

cher

s ar

e re

quire

d un

der S

ectio

n 50

4 to

mak

e ne

cess

ary

acco

mm

odat

ions

as s

peci

fied

in th

eSe

ctio

n 50

4 ac

com

mod

atio

n pl

an.

6.

Wha

t sho

uld

pare

nts o

r tea

cher

s do

if th

ey b

ecom

e di

ssat

isfied

with

the

plan

?

Ong

oing

com

mun

icat

ion

betw

een

pare

nts a

nd te

ache

rs w

ill h

elp

avoi

d di

sagr

eem

ents

rela

ted

to th

e st

uden

t’s a

ccom

mod

atio

n pl

an. W

hen

pare

nts’

or te

ache

rs’ c

once

rns a

re n

ot a

ddre

ssed

to

thei

r sat

isfa

ctio

n, th

ey sh

ould

con

tact

the

scho

ol p

rinci

pal o

r the

des

igna

ted

staf

f mem

ber

resp

onsi

ble

for S

ectio

n 50

4. If

the

plan

is n

ot a

ppro

pria

te, i

t sho

uld

be re

vise

d fo

llow

ing

the

sam

e pr

oced

ures

use

d to

dev

elop

the

orig

inal

pla

n. B

ecau

se si

tuat

ions

cha

nge

and

stud

ents

’ne

eds c

hang

e, fl

exib

ility

in th

is p

roce

ss w

ill h

elp

ever

yone

mee

t the

stud

ents

’ nee

ds.

7.

Wha

t pro

cedu

ral s

afeg

uard

s are

pro

vide

d by

Sec

tion

504?

Proc

edur

al sa

fegu

ards

are

rule

s tha

t tel

l wha

t pro

cedu

res s

choo

ls (a

nd p

aren

ts) m

ust u

se in

mak

ing

deci

sion

s abo

ut se

rvic

es fo

r stu

dent

s with

dis

abili

ties.

Scho

ol p

rinci

pals

shou

ld h

ave

the

proc

edur

al sa

fegu

ards

info

rmat

ion

avai

labl

e fo

r par

ents

upo

n re

ques

t. U

nder

Sec

tion

504,

pare

nts h

ave

the

right

to:

•R

ecei

ve n

otic

e re

gard

ing

the

iden

tifica

tion,

eva

luat

ion,

and

pla

cem

ent o

f the

ir ch

ild•

Rec

eive

prio

r not

ice

whe

n th

e sc

hool

is c

hang

ing

or d

isco

ntin

uing

ser

vice

s for

thei

r ch

ild

•R

evie

w th

eir c

hild

’s re

cord

s to

parti

cipa

te in

an

impa

rtial

hea

ring

and

revi

ew p

roce

ss w

ith

or w

ithou

t rep

rese

ntat

ion

by c

ouns

el

In a

dditi

on, s

choo

l dis

trict

s mus

t pro

vide

pub

lic n

otifi

catio

n of

the

follo

win

g:

•Po

licie

s of n

ondi

scrim

inat

ion

•G

rieva

nce

proc

edur

es

•C

onta

ct in

form

atio

n fo

r the

dis

trict

coo

rdin

ator

of S

ectio

n 50

4 co

mpl

ianc

e

8.

Are

stud

ents

with

disa

bilit

ies d

iscip

lined

diff

eren

tly th

an a

re th

eir n

ondi

sabl

ed p

eers

?

Whi

le a

ll st

uden

ts a

re e

xpec

ted

to fo

llow

cla

ssro

om a

nd s

choo

l rul

es, a

stu

dent

with

a

disa

bilit

y m

ay n

eed

a sp

ecia

lized

beh

avio

r pla

n or

acc

omm

odat

ions

to s

uppo

rt hi

s or

her a

ppro

pria

te b

ehav

ior d

urin

g al

l sch

ool a

ctiv

ities

. Stu

dent

s with

dis

abili

ties a

re n

ot

exem

pt fr

om c

onse

quen

ces f

or v

iola

tions

of t

he c

ode

of s

tude

nt c

ondu

ct. I

n ca

ses o

f sev

ere

viol

atio

ns o

f the

dis

trict

’s c

ode

of s

tude

nt c

ondu

ct, d

isci

plin

ary

inte

rven

tions

are

freq

uent

ly

base

d on

app

rove

d sc

hool

boa

rd p

olic

ies a

nd re

quire

spe

cific

con

sequ

ence

s. H

owev

er,

if it

is d

eter

min

ed th

at th

e be

havi

or w

as a

man

ifest

atio

n of

the

stud

ent’s

dis

abili

ty, t

he

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