Transcript Expectation + Opportunity = Full Participation

Houston Independent School District
Section 504
Rehabilitation Act of 1973
April 1, 2011
1
Agenda
• Overview of Section 504
• ADA Amendments 2009
• Dyslexia and Section 504
• Section 504 in HISD
• Chancery (SMS)
• Campus 504 Coordinator Responsibilities
• Questions and Answers
2
Section 504
The Rehabilitation Act of 1973
Anti-discrimination Law
“No otherwise qualified individual
with handicaps in the United
States…shall, solely by reason of
his handicap, be excluded from the
participation in, be denied benefits
of, or be subjected to discrimination
under any program or activity
receiving federal financial
assistance…”
3
Purpose of Section 504
The purpose of the act and these
procedures is to prohibit
discrimination and to assure that
disabled students have educational
opportunities and benefits
comparable to those provided to
non-disabled students.
4
Who is Eligible for Protection?
Any person who—
1. has a physical or mental impairment that
substantially limits one or more major life
activities
2. has a record of such impairment, or
3. is regarded as having such an impairment.
The second and third components of this definition cannot
be used to provide FAPE to a student. While a student
may be eligible under the criteria of having an impairment
or being regarded as having an impairment, his eligibility is
limited to the antidiscrimination provisions.
5
Mental or Physical Impairment
• Any physiological disorder or condition, cosmetic
disfigurement, or anatomical loss affecting one or
more of body systems
 neurological, musculo-skeletal, special sense
organs; respiratory, including speech organs,
cardiovascular, reproductive, digestive,
genitourinary, hemic and lymphatic, skin and
endocrine; or
6
Mental or Physical Impairment
Any mental or psychological disorder,
such as mental retardation, organic
brain syndrome, emotional or mental
illness, and specific learning disabilities
7
Americans with Disabilities Act
Amendments Act (ADAAA)
• Effective January 1, 2009, amended the
Americans with Disabilities Act of 1990 (ADA)
• Included a conforming amendment to the
Rehabilitation Act of 1973 that affects the
meaning of disability in Section 504.
• The Amendments Act broadens the
interpretation of disability.
• Amendments Act expands the protections of
the original ADA to include more individuals
with less severe impairments
• The Amendments Act does not require US
Dept. of ED to amend its Section 504
regulations
8
Americans with Disabilities Act
Amendments Act (ADAAA)
Expands definition of "major life activities" to include:
• Caring for oneself
• Bending
• Performing manual
tasks
• Speaking
• Seeing
• Hearing
• Eating
• Sleeping
• Walking
• Standing
• Lifting
• Breathing
• Learning
• Reading
• Concentrating
• Thinking
• Communicating
• Working
• Major bodily
functions
9
Americans with Disabilities Act
Amendments Act (ADAAA)
• As of January 1, 2009, school districts, in
determining whether a student has a physical or
mental impairment that substantially limits that
student in a major life activity,
 must not consider the ameliorating effects of
any mitigating measures that student is
using.
• Before January 1, 2009, school districts had to
consider a student’s use of mitigating measures
in determining whether that student had a
physical or mental impairment that substantially
limited that student in a major life activity.
• Congress did not define the term “mitigating
measures” but rather provided a nonexhaustive list of “mitigating measures.”
10
Americans with Disabilities Act
Amendments Act (ADAAA)
• Medication; medical supplies, equipment or
appliances; low-vision devices (which do not
include ordinary eyeglasses or contact lenses);
prosthetics (including limbs and devices);
hearing aids and cochlear implants or other
implantable hearing devices; mobility devices;
oxygen therapy equipment and supplies;
• Use of assistive technology;
• Reasonable accommodations or
• Auxiliary aids or services; and
• Learned behavioral or adaptive neurological
modifications.
11
Americans with Disabilities Act
Amendments Act (ADAAA)
• 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
• “Ordinary eyeglasses or contact lenses” are
lenses that are intended to fully correct visual
acuity or eliminate refractive error, whereas
“low-vision devices” (listed above) are
devices that magnify, enhance, or otherwise
augment a visual image
12
Dyslexia and Section 504
•
The State of Texas requires school districts and charter schools
to provide assessment and instructional services for students in
K-12 identified as at-risk for low reading achievement and as
having dyslexia or a related disorder.
•
"Dyslexia" means a disorder of constitutional origin manifested
by a difficulty in learning to read, write, or spell, despite
conventional instruction, adequate intelligence, and sociocultural opportunity.
•
"Related disorders" includes disorders similar to or related to
dyslexia such as developmental auditory imperception,
dysphasia, specific development dyslexia, developmental
dysgraphia, and developmental spelling disability.
•
Students identified as having dyslexia or a related disorder may
also be protected under Section 504 of the Rehabilitation Act, a
federal civil rights law.
13
Dyslexia and Section 504
• Requirement to follow federal and state laws
• Legal accountability for students being
assessed in a timely manner
• Parent notification of rights, services and
options
• Provision of instructional services
14
Dr. Perry Zirkel, Lehigh University, Bethlehem, PA
Extreme
Substantial
Moderate
Mild
Extreme
Student exhibits little or no success in all subject areas
and may need altered curriculum and different standards
for instruction and assessment
Substantial
Student experiences great difficulty in several subjects
and needs extensive support from teachers and parents.
Student performs below expectations of typical peers.
Moderate
Student has fair amount of difficulty with a number of
subject areas however with effective instruction student
performs commensurate with typical peers
Mild
Student performance varies from one subject areas to the
next, but still is within expectations for a typical student
Negligible
Negligible
Student demonstrates signs of minimal difficulty with
specific topics in one or tow subject areas or may benefit
from slight accommodations
15
Section 504 in Houston ISD
Medical
Dyslexia
Emotional
Academic/Educational
Outside agency
Facilities/Transportation
Non-Dyslexia
based disability
Child Find
CRC Report
Consent
Assessment
504 Meeting
Plan
Chancery
Related Disorders
Dysgraphia
Written Spelling
Auditory Imperception
Visual Perception, i.e.,
Irlen Syndrome
16
SECTION 504 – The Referral Process
504 Flow Chart Procedures
IAT
Option I
504
Option II
Special
Education
Referral Committee
Notice and Consent
Notice and Consent
Evaluation
Evaluation
Multidisciplinary
Assessment Team
Multidisciplinary
Assessment Team
DNQ
504 Campus Meeting
DNQ
ARD/IEP Meeting
Accommodation
Plan
Special Education
IEP
504 Identified Student
17
HOUSTON INDEPENDENT SCHOOL DISTRICT
Campus Referral Committee Report
Student:
ID#:
Birthdate:
School:
Campus #:
Sex:
Referred by:
Parent:
Grade:
Ethnicity:
Title:
Address:
Zip Code:
Phone: (home)
(work)
Reason for referral: 
Academic Behavior Other:
Explanation of concern (s):
Yes 

No
Reviewed by the Intervention Assistance Team (IAT)?
Date of Meeting(s):
IAT Recommendations:

Yes  Grade (s):
Has the student been previously referred?
No
Reason for referral:
Has the student ever been retained?

Yes  Grade (s):
No
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LANGUAGE
ATTENDANCE
Home Language Survey: _______________ Date:
_______
Current Year: 20____ - 20____
Days Present: _______ Days Absent: _______
Dominant Language
IPT English: ____________________ Date: _________
Previous Year: 20____ - 20____
IPT Spanish: ____________________ Date: _________
Limited English Proficient Students
LPAC Committee Date: __________________________

LEP

Non LEP
Days Present: _______ Days Absent: _______
Number of Schools Attended: _______
Has the student attended schools outside the USA?
No
If yes, specify. Place: ____________________
Dates:
Semesters enrolled in:
_____________________
Bilingual: ____ ESL: _____ Regular: ____ Other: ____
Years: ______ Months: _____
Instruction currently presented in: _____________________
HEALTH HISTORY
Vision: ________________________ Date: ___________
Left Eye: ______________ Right Eye: ____________
__Wears glasses
__ 
Needs glasses
Hearing: ________________________ Date:
_____________
Left Ear: _______________ Right Ear:
_______________
__Wears hearing aid(s)
Left Ear: _______________ Right Ear: ______________
School Health Record: (list relevant information)
The following attachments are required: Home Language Survey (copy), Language Rating Scale, Behavior Rating Scale, Screening for
Adaptive/Assistive Technology, student work samples (5), current grades/,transcript (copy), documentation of RtI (Response to Intervention)
or progress monitoring documents, PAC Committee Report (copy) for students identified as LEP
19
Name: ___________________________________
Campus Referral Committee Report
Page 2
STUDENT ASSESSMENT
Screening Instruments
Langu
age
Texas Primary Reading Inventory (TPRI)/Tejas
LEE
___
English
___
Spanish
High Frequency Word Evaluation (HFWE)
___
English
___
Spanish
___
Vietnam
ese
Achievement Tests
Readi
ng
Beg
Year
Grade
G
E
%i
le
Math
Mi
d
Ye
ar
G
E
End
Year
%ile
Summary of Results
Writi
ng
G % L G
a E
E i
l
n
e g
u
a
g
e
%ile
Stanford/Aprenda
Texas Assessment of Knowledge and Skills
(TAKS)
Limited English Proficiency
Listening
Speak
ing
Reading
Writi
ng
Summary of Results
Texas English Language
Proficiency Assessment
System (TELPAS)
Texas Observation Protocols (TOP)
Reading Proficiency Test in English (RPTE)
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INSTRUCTIONAL INTERVENTIONS PROVIDED (e.g., Marzano’s Categories of High-Yield Instructional Strategies: comparing,
classifying, metaphors, analogies, summarizing, note taking strategies, reinforcing efforts, providing recognition, homework and additional
practice, drawing pictures, kinesthetic activities, creating graphic representations, cooperative learning, setting long-term and short-term
goals, feedback, explanation of thinking, cues, questions, etc; targeted interventions; regrouping to efficiently serve student; support of
other school personnel; etc..)
Subject(s)
Description of
Interventions
Frequency
Duration
(# of times per
week)
(# of weeks)
Intensity
Summary of Results
(i.e., increase time, decrease # of
students, increase quality of
instruction, etc.)
BEHAVIORAL INTERVENTIONS PROVIDED (e.g., rewards and consequences, gentle verbal reprimand, redirection, praise for
behaving responsibly, positive feedback, behavior contract,, point and level system, signals to cue student, teacher/parent meetings,
consistent parent contact, teach desired behavior, proximity correction strategies, student discussions or conferences, restitution,
detention, demerits, office referral, etc.)
Targeted
Behavior(s)
Description of
Interventions
Describe frequency, duration, and
intensity of interventions
Summary of Results
21
Name: ___________________________________
Campus Referral Committee Report
Page 3
SERVICES/SPECIAL PROGRAMS PROVIDED
Service/Program
Describe frequency, duration, and
intensity of interventions
Summary of Results
Counseling
Social Work Services
School Health Services
Title I/Compensatory
Services
Bilingual/ESL Services
(specify)
Campus Remedial Program
Special Education Services
Other:
22
Indicate the committee’s recommendation (s) with a .
__ The committee recommends the following interventions to support the student in the general education
program: ____________________________________________________
_______________________________________________________________________________________________
Recommended Duration: ____
Date for follow-up meeting: _____________
__ The committee recommends referral to: __ Bilingual Program
__ Title I Compensatory Program
__ School Health Services __ Vocational Education __ Magnet Program __ Gifted and Talented Program
__ Intervention Assistance Team (IAT)
__ Other:
_____________________________________
_
__ The committee suspects the presence of a disability and refers the student for an evaluation to determine
eligibility for:
__ Special Education Services __ Section 504 Services __ Other: ____________
23
Summary of information provided by parent, teachers, IAT, etc.

Yes

Yes

No

No
Parent initiated referral for Section 504 Services
Parent initiated referral for Special Education Services
Committee Signatures/Titles
Date
Person responsible for sharing committee’s
recommendation with parent/referral source:
Received by:
Signature/Department: _________________________
Date: ________________________________________
24
NOTICE OF PARENT AND STUDENT
RIGHTS UNDER SECTION 504
REHABILITATION ACT OF 1973
25
26
Eligibility and Placement
• Decisions about eligibility and placement
based on evaluation data from a wide
variety of sources
• Ensure that placement decision is made
by a group of persons knowledgeable
about
 student
 meaning of evaluation data
 placement options
• With consideration of FAPE, LRE,
provision of comparable facilities; and
LEP status
27
Eligibility and Placement
• Eligibility may be based on:
 Academic (learning) issues
 Non-academic (medical, behavioral, mobility,
counseling, athletics) issues
28
Educational Need
Educational Need
• Is not limited to academic problems stemming from the
student’s disability
• Encompasses behavior problems that are linked to the
disability; even if the student’s academic performance
is within an acceptable range
• May have no learning or behavior problems but require
insulin shots, asthma treatments, or similar procedures
that must be administered at school
•
A mobility-impaired student who needs a wheelchair
ramp may also be eligible
29
What are Some Do’s and Don'ts When
Determining Eligibility?
• Do:
 consider all
relevant data
 use the three-part
test
• impairment
• substantial
limitation
• major life activity
• Don’t:
 assume that one
or more failing
grades is the only
criterion for
eligibility
 assume that a
label or a
diagnosis
automatically
establishes
eligibility
30
Eligibility and Placement
Students with Dyslexia or A Related Disorder
• Made by the §504 Committee
• Determines identification and eligibility
after reviewing all accumulated data
from Step 1 – Data Gathering and Step 2
– Formal Assessment
• Three areas to consider:
Has a disability in one or more major life
activities under §504?
Substantial limitation?
Educational need?
31
Eligibility and Placement
Students with Dyslexia or a Related Disorder
• Additional §504 Committee Decisions
1. Can the student be identified with
dyslexia?
If yes, the student receives dyslexia
instruction (TEC §38.003)
2. Does the student have a disability
under §504?
If yes, the committee discusses
appropriate accommodations
32
Eligibility and Placement
Students with Dyslexia or a Related Disorder
• Additional §504 Committee Decisions:
3. The §504 Committee must NOT
consider the ameliorating effects of any
mitigating measures that the student is
using.
The §504 Committee discusses
appropriate accommodations.
4. If the §504 Committee does not identify
dyslexia, but the student has another
disability that substantially limits the
student’s learning, eligibility should be
considered.
33
Eligibility and Placement
Students with Dyslexia or a Related Disorder
• At times, students will display additional factors/
areas complicating their dyslexia and will
require more support than what is available
through the General Education Dyslexia
Program.
• At other times, students with dyslexia or related
disorders will be unable to make adequate
academic progress within any of the programs
related to dyslexia.
• In such cases, a referral to Special Education
for evaluation and possible identification within
the meaning of IDEA 2004 should be made as
needed.
34
SECTION 504 EVALUATION REPORT
Date: _________________________
Name: ________________________________
Campus: ________________________
DOB:__________________ ID:___________________ Grade: ____________________
Referral Source: __________________ Date of Referral/Last 504 Evaluation: _____________
Procedural Checklist: All must be checked before the evaluation may occur:
___ Verify parent consent for §504 initial evaluation.
___ Verify the parent has received Notice Of Parent Rights under §504.
___ Verify the parent has been informed [__in writing __by phone __in person]
of the date time and place of this evaluation meeting.
___ Verify membership of the §504 Committee, which must include persons with
knowledge of each of the following three areas: (1) the student, (2) the meaning
of the evaluation data, (3) the placement options.
35
SECTION 504 EVALUATION REPORT
List Committee Members and check area of knowledge (attach an additional page if necessary)
NAME
TITLE/POSITION
KNOWLEDGE OF
________________________ ________________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
________________________ ________________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
________________________ ________________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
________________________ ________________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
* Required when considering Section 504 eligibility for Dyslexia Program Support Services
36
SECTION 504 EVALUATION REPORT
The Committee reviewed and carefully considered the following data which was gathered from
a variety of sources, including the Referral Document. (Please check each that applies and
attach copies of data)
__Grade Reports
__Full and Individual Evaluation
__Dyslexia Assessment Summary
etc.)
__Disciplinary records/referrals
__School Health Information
__Medical evaluations/diagnoses
__Parent Information/Report
__Teacher/Administrator Information/Report
__Student work portfolio
__Standardized Test Results (TAKS, Stanford 10, TPRI,
__Intervention Assistance Team reports
__Special Education records
__Progress Monitoring
__Other____________________________________
37
SECTION 504 EVALUATION REPORT
Summary of the Evaluation Results
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
38
SECTION 504 EVALUATION REPORT
Based on the evaluation data gathered from a variety of sources, Section 504
Committee answered the following questions to determine Section 504 eligibility:
❏ YES
❏ NO
❏ YES
❏ NO
❏ YES
❏ NO
❏ YES
❏ NO
(1)
Does the student have a physical or mental impairment? If so, please identify
the impairment. Note: This is an educational determination only, not a medical
diagnosis for the purposes of treatment.
___________________________________________________
___________________________________________________
(2) Does the physical or mental impairment affect one or more major life activities.
If so, which major life activity or activities is/are affected?
___________________________________________________
___________________________________________________
(3) Does the physical or mental impairment substantially limit a major life activity?
That is, As a result of the physical or mental impairment, is the student
significantly restricted as to the condition, manner or duration under which the
student can perform a particular major life activity as compared to the condition,
manner, or duration by which the average student of the same age/grade level
in the general population can perform that same major life activity? If yes,
describe the substantial limitation.
___________________________________________________
___________________________________________________
(4) Does the student need Section 504 services in order for his/her educational
needs to be met as adequately as those of non-disabled peers? (Note: If the
student’s needs are so extreme as to require special education and related
services, a referral to special education should be considered.)
If all four questions are answered Yes, the student is eligible for a free, appropriate public
education under Section 504, and an Accommodations Plan should be developed. If any
answer is No, the student is not eligible.
39
40
SECTION 504 EVALUATION REPORT
Signatures of 504 Evaluation Committee
Date
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
41
42
43
Section 504
Accommodations Plan Meeting
• The Section 504 Campus Committee
meets to confirm eligibility (or noneligibility)
• The parents are invited to the Section 504
Accommodations Plan Meeting
• Determine necessary accommodations
• Dyslexia Instructional Support Teacher
assists in
 writing the instructional programming
 disseminating accommodation plans to other
teachers along with the 504 Coordinator
44
SECTION 504 MEETING AGENDA
I.
Purpose of Meeting
II.
Introductions
III. Documentation of Knowledgeable Area
IV. Review of Assessment Data (School and
Parent Data)
V.
Teacher Information
VI. Parent Information
45
SECTION 504 MEETING AGENDA
VII. Input from Other Participants
VIII. Discussion and Questions
IX. Determination of Disability, if any
X.
Determination Regarding Substantial Limitation
XI. Decision Regarding Eligibility under Section 504
If eligible, go to XII; otherwise skip to XIII
46
SECTION 504 MEETING AGENDA
XII. Develop Accommodations Plan
a.
b.
c.
d.
e.
f.
g.
h.
Describe Characteristics of Disability
Determine Needed Accommodations
Recommend Settings for Accommodations
Identify Person/Position Responsible for Monitoring
Accommodations
Identify Staff Responsible for Implementing
Accommodation Plan
Discuss Any Needed Test Accommodations for
Common Assessments, End Of Course, TAKS,
Dyslexia Bundled Accommodations, and etc.
Assurance of Least Restrictive Environment (LRE)
Placement
Questions, Concerns, etc.
47
SECTION 504 MEETING AGENDA
XIII. Review Section 504 Minutes
XIV. Provide Copy of 504 Parents Rights
XV. Obtain Signatures from all Participants
48
49
SECTION 504 ACCOMMODATION PLAN
Page 2
Name _______________________
Date of Meeting
______________
List Committee Members and check area of knowledge (attach an additional page if necessary)
NAME
TITLE/POSITION
KNOWLEDGE OF
________________________ ___________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
________________________ ___________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
________________________ ___________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
________________________ ___________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
________________________ ___________________
___Child
___Evaluation Data
___Placement Options
___ Reading Process*
___ Dyslexia and Related Disorders*
* Required when considering Section 504 eligibility for Dyslexia Program Support Services
50
51
52
53
54
SECTION 504 ACCOMMODATION PLAN REPORT
Name: _____________________________________ Date: __________________
Deliberations of the 504 Accommodation Committee
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Signatures of 504 Placement Committee
Date
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
________________________
________________________
________________________
________________________
________________________
________________________
55
What About Discipline?
• Manifestation determination must be
 conducted prior to any expulsion or suspension
that constitutes a significant change in
placement
 made by a knowledgeable group of people that
decides if there is a direct link between the
behavior and the disability
56
.
What About Discipline?
• Student may be expelled or disciplined in a
manner consistent with non-disabled peers, if
there is no link between the behavior and the
disability.
• Student may not be expelled if there is a link
between the behavior and the disability.
57
.
Chancery(SMS) Data Entry
• The Chancery Student Information System
(SIS) data provides information for desk audit of
student’s ‘folders’ for
 Documentation of Referral and Pre-Referral
Interventions
 Compliance with mandated referral and
Assessment Timelines
 Compliance with Domains of Assessment and
their results
 Parent Notifications and Consents
 §504 Initial and Annual meetings
 Student Eligibility & Program Placement
 Provision of Dyslexia Services
 Student Progress Monitoring
 Reevaluations
58
Chancery(SMS) Data Entry
• SECTION 504 ACTION TABS
504 Program Status
504 Event Information
504 Accommodation Plan Information
Behavior Plan Information
New 504 Record in order to EXIT an
existing service
Dyslexia Accommodations
504 Manifestation Determination
59
Section 504 Action Tabs &
Edit Event Information
60
Chancery (SMS) Report
61
Chancery (SMS) Reports
§504 & Dyslexia Program
Student Reports
62
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64
65
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Campus 504 Coordinator
Responsibilities
• Attend Campus Referral Committee or
Intervention Assistance Team meeting, as
necessary
• Be knowledgeable about federal mandates,
Texas laws and HISD Section 504 procedures
• Be familiar with The Dyslexia Handbook:
Procedures Concerning Dyslexia and Related
Disorders and HISD Dyslexia Procedures
Handbook
67
Campus 504 Coordinator
Responsibilities
• Be knowledgeable about dyslexia and related
disorders, HISD guidelines and procedures
regarding dyslexia and related disorders,
program descriptors, instructional approaches
• Collaborate with Evaluation Specialists and
Dyslexia Instructional Support Teacher
regarding appropriate referrals
68
Campus 504 Coordinator
Responsibilities
• Disseminate Information to Parents
 Regarding the Section 504 Process
 Regarding HISD Dyslexia Procedures
 Regarding the services and options available
 Parent and Student Rights
 Notification of Evaluation & Consent
 Invitation to Section 504 Placement Meeting
 Section 504 Brochures, Dyslexia Parent’s Guide,
etc.
69
Campus 504 Coordinator
Responsibilities
• Train campus staff on Section 504 and dyslexia
procedures
• Invite appropriate persons to Section 504
Placement Meeting, including a LPAC
representative when appropriate
• Schedule, attend and facilitate annual 504
Placement Meetings
• Distribute individual 504 Accommodations
Plans to appropriate staff
• Monitor 504 Plan implementation and student
progress
• Maintain Section 504 records for students
70
Campus 504 Coordinator
Responsibilities
• Collaborate with Campus Dyslexia Contact
Person and Campus Dyslexia Instructional
Support Teacher
• Maintain and update Chancery to reflect
evaluation date, 504 Accommodations Plan, and
Dyslexia Program Support Services
• Collaborate with Evaluation Specialist, Campus
Dyslexia Contact Person and other staff to
ensure data quality and accountability for 504
students in Chancery – SIS
71
Campus 504 Coordinator
Responsibilities
• Coordinate campus requests for Section 504
transfers and reevaluations with Campus
Dyslexia Contact Person and Evaluation
Specialist or Dyslexia Evaluation Specialist, as
appropriate
• Direct parents or others to Elementary or South
Field Office or district 504 Coordinator or
Dyslexia Program Support Services, as
appropriate
72
•
Intervention Assistance Team (IAT) Coordinator
____________________________________
•
_______________
Phone/Ext#
_______________
Phone/Ext#
_______________
Phone/Ext#
_______________
Phone/Ext#
_______________
Evaluation Specialist (ES)
____________________________________
•
Phone/Ext#
Dyslexia Intervention Teacher
____________________________________
•
_______________
Dyslexia Contact
____________________________________
•
Phone/Ext#
Section 504 Campus Coordinator
____________________________________
•
_______________
Campus Referral Committee (CRC) Chairperson
____________________________________
•
Phone/Ext#
Dyslexia Evaluation Specialist (DES)
____________________________________
73
•
Field Office Intervention Assistance Team (IAT) Support
____________________________________
•
_______________
Phone #
(713) 556-7020
Phone #
(713) 293-1000
H.I.S.D., Manager, Dyslexia Program Support Services
A Nell Williams, M.A.
•
Phone #
District Lead Evaluation Specialist, Child Study
Darcy Thompson
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_______________
H.I.S.D. Intervention Assistance Team Support
Peter Messiah, Ph.D.
•
Phone #
Field Office Dyslexia Support
____________________________________
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Field Office 504 Support
____________________________________
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Phone #
Phone #
(713) 556-6906
Senior Manager, Child Study/H.I.S.D. Section 504 Coordinator
Michael Webb, Ph.D.
Phone #
(713) 293-1000
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Dyslexia Program Support Services
Office of Special Populations
A. Nell Williams, Manager
[email protected]
Hattie Mae White ESC
2 East, Route 10
(713) 556-6906 (Phone)
(713) 556-7236 (Fax)
DYSLEXIA EVALUATION
SPECIALISTS (DES)
James August
(Dow/Mouton/Villarreal)
Rebecca Sallans
(Cavazos/Loria/De La Guardia)
Carolyn Smith
(Fonteno/Spencer/Watson)
[email protected] (Email)
www.houstonisd.org/portal/site/specialpopulations
(Website)
Evelyn White-Buchanan
Middle Schools
High School Vacancy
High Schools
Elementary Vacancy
(Crowe/Scott/Sledge)
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Child Study Department
Office of Special Education Services
Michael Webb, Senior Manager, Child Study
[email protected]
Darcy Thompson, District Lead Evaluation Specialist
[email protected]
Child Study Department
Houston Independent School District
812 West 28th
Houston, Texas 77008
HISD Route 6
Office: (713) 293-1000
Fax: (713) 293-9771
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