504 Plan Information
American with Disabilities Act, Section 504
Section 504 is a federal statute that prohibits discrimination based upon a disability. Obligations for school districts start when federal funds are received.
Section 504 covers eligible students with disabilities for reasonable accommodations that enable them to work or learn. A team knowledgeable of the student determines if the individual meets eligibility criteria.
The school based coordinators for 504 compliance are listed below by school:
|Mason Road School||Lauren Dunn||508-943-4312|
|Dudley Elementary School||Theresa Veilleux||508-943-3351|
|Charlton Elementary School||Laura Drinon||508-248-7774|
|Heritage School||Heather Brothers||508-248-4884|
|Dudley Middle School||Lisa Incutto||508-943-2224|
|Charlton Middle School||Michael Daley||508-248-1423|
|Shepherd Hill Regional High School||Darin Haig||508-943-6700|
A person may be considered disabled under the definition of section 504 if the individual:
1. Has a mental or physical impairment which substantially limits one or more of such person’s major life activities.
“Major life activities” include but are not limited to functions such as:
Caring for one's self
Performing manual tasks
2. Has a record of such an impairment or3. Is regarded as having such an impairment
*The second or third prongs of the definition only become a factor if discrimination has occurred because of the “record” or “history.”
The following questions are used to assist in determining eligibility for a 504 Plan:
A. Does the student have a diagnosed physical or mental impairment?
B. Does the impairment limit the student?
C. Does the impairment substantially limit the student (without consideration of
D. Does the impairment substantially limit one or more major life activities?
E. Does the student need accommodations in order to have the same
opportunity to access the public school programming as the average non-
disabled student has?
NOTE: Accommodations – changes that do not fundamentally alter or lower the standard or expectation
Modifications - changes which fundamentally alter and or lower the standard or expectation
PROCESS FOR DETERMINING SERVICES
- If a student experiences educational difficulties, and Instructional Support Team (IST) meets to discuss the concerns.
- The IST suggests intervention strategies to help correct the difficulties. The primary function of the IST is to offer assistance to teachers.
- If the strategies are unsuccessful, the team can make a referral for evaluation to Section 504, Special Education, or Title 1.
- Referrals are accepted from parents, professional staff, students and/or community agencies.
- The presenting problem(s) and previous remedies are considered and reviewed. The summary should include all current information and recommendations.
- The school district notifies the parents or guardians, in writing, of the school's reason and intent to conduct an evaluation. The notice should include a description of the evaluation and of procedural safeguards.
- Although Section 504 does not require written consent before the initial evaluation, it is an obligation under the Hatch Amendment. Consent should always be considered a best practice.
- The school district evaluates all students with disabilities with multiple sources of evaluative information before making any significant changes.
- Section 504 Team - a recommended strategy is to use the Instructional Support Team data for review of the Section 504 Team. The 504 team meets and analyzes the evaluation data to determine if the individual has a mental or physical impairment which substantially impairs a major life activity and is in need of special accommodations. These factors were considered by a group of individuals knowledgeable about the student, disability, evaluation and service options. The district will make their Section 504 determinations based upon the child's disability as it presents itself without mitigating measures.
- Although Section 504 does not require written consent before the initial service, it is an obligation under the Hatch Amendment. Consent should always be considered a best practice.
- Sharing of evaluation data (IST) results
- Section 504 eligibility determination
- Services and/or accommodations based on the disability and eligibility determination
- Discussion and plan of possible staff in-service where necessary
- The school district staff makes the necessary accommodations to allow for the student's disability. Parents should be consulted and given opportunity for input regarding the accommodations.
- The accommodations and/or services are implemented.
- Each student's accommodations and/or services are reviewed periodically. Best Practice is that the 504 Team should review the accommodations at least annually.
Visit http://www2.ed.gov/about/offices/list/ocr/504faq.html for useful Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.
Should a student have impairment and still be deemed not eligible for a 504 plan (a student must meet both the criteria of having an impairment, and one that significantly impacts the child's major life functions) the district will suggest a DCAP plan.
DISTRICT CURRICULUM ACCOMMODATION PLAN
Massachusetts General Laws, Chapter 71, Section 38Q1/2 require the adoption and implementation of a District Curriculum Accommodation Plan (DCAP). Such plan is intended to guide principals and teachers in ensuring that all possible efforts have been made to meet student needs in general education classrooms and to support teachers in analyzing and accommodating the wide range of student learning styles and needs that exist in any school. The statute also encourages teacher collaboration and parent involvement. Another statute, Chapter 71, Section 59C (Parent Councils), was amended to include involvement of the Parent Councils in the development, evaluation and continuing revision of the DCAP.
The link to additional DCAP information is:
504 GRIEVANCE PROCEDURE
If any grievance regarding a 504 Accommodation Plan should occur, parents or guardians are requested to use the following grievance procedure:
Notify the Building 504 Coordinator in writing by outlining the details of the grievance. The Building 504 Coordinator will arrange a meeting within ten working days in an attempt to resolve the grievance.
If a solution to the grievance is not achieved at Step 1, the parents or guardians may submit a copy of the grievance to the District 504 Coordinator. The District 504 Coordinator and the Building Principal will meet with the aggrieved party in an attempt to resolve the grievance.
District 504 Coordinator:
Jeff Ferranti, Interim Director of Special Education
Dudley-Charlton Regional School District
68 Dudley-Oxford Road
Dudley, MA 01571
If the grievance is not resolved, the aggrieved party may submit the grievance to the Massachusetts Department of Education or to the United States Office of Civil Rights. *Parents or guardians may submit a copy of the grievance to the Massachusetts Department of Education and the United States Office of Civil Rights at any time during this grievance procedure.
Nondiscrimination Policy Statement
It is the goal of the
The following person has been designated to handle inquiries regarding nondiscrimination
Mr. Jeff Ferranti, Interim Director of Special Education
Dudley-Charlton Regional School District Offices
68 Dudley-Oxford Road
Dudley, MA 01571