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504 Accommodations
Old 03-15-2018, 06:21 AM
 
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Part vent/part WTF??

I have a 504 kid whose accommodation sheet literally says "No Accommodations or Modifications." Literally. Yet I have to somehow show that nothing was provided? And I have to call the parents to discuss that nothing was provided? And I have label papers to say that nothing was provided?

The SpEd/504 coordinator is new this year and is working from last year's info. She doesn't know what to tell me.

Anyone here have an idea of what I should do to document, contact parent (we're required 2X per quarter), help the kid?



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504 Plan
Old 03-15-2018, 06:22 AM
 
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If it says no accommodations or modifications, then follow the plan. No one has told you to do anything different.
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Old 03-15-2018, 06:33 AM
 
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Umm . . . that does seem weird.

Does it happen to be a medical issue? I know that we have some students who have a 504 for medical issues, and it is not something that typically needs to be accommodated. However, the plan is in place especially for instances like state testing. For instance, one year we had a student who had a insulin pump malfunction during the middle of testing. Because we were operating with a 504 in place for extended time, breaks, and alternate testing site if needed, we were able to suspend the test and administer again when the student's blood sugar levels were stable.

We didn't have to do anything under normal circumstances.
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Old 03-15-2018, 12:44 PM
 
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I had a student that had a 504 because she was blind in one eye. The only accommodation was to sit in the front of the room and no other accommodations or modifications were needed. It may be a medical issue. If not, I’m not sure why a 504 is needed.
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Old 03-15-2018, 09:42 PM
 
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There is a legal difference between someone with 504 eligibility and someone with a 504 eligibility AND a plan. It's been my training that anyone who is eligible for 504 should be noted as being eligible. Being eligible and requiring a plan is not the same thing, so some people might not have an accommodation plan. There is still some legal protections in place with the eligibility.

How are you supposed to show that nothing is provided? That is the part that seems weird to me. This person should still have 3 year re-evaluations that indicate continued eligibility but if no accommodations are needed then.... you shouldn't have to do anything else.


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Old 03-16-2018, 08:15 AM
 
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Right before our 504 meeting with parents our 504 person sends out a form for us to complete. This is has a questionaire on it and a comments section. This is where you could document that the student functions fine in the classroom and no accomodations needed.
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Thank you!
Old 03-16-2018, 09:19 AM
 
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The kid doesn't have a health condition; she's dyslexic. I forgot to mention that in the OP. So, a kid can have dyslexia and not have accommodations for it? She barely scrapes by is why I'm asking. Her eval isn't for quite a while, so the "no accommodations" thing likely won't change...

This is just so bizarre!
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Old 03-16-2018, 10:14 AM
 
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You can always request a meeting before her re-eval and ask that it be re-opened if you feel like her needs are being met with the current 504.
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Old 03-16-2018, 05:00 PM
 
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Quote:
So, a kid can have dyslexia and not have accommodations for it? She barely scrapes by is why I'm asking. Her eval isn't for quite a while, so the "no accommodations" thing likely won't change...
. That seems *very* odd. The plan is supposed to be reevaluated every year (the condition/eligibility re-eval is every three years), so if you think she needs some accommodations (and I can't imagine she wouldn't based on your description and dyslexia) I would call for a meeting. As gg says, you can do that at any time (or mom can).
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Old 03-16-2018, 08:55 PM
 
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Call the parents and ask them or talk to the teacher from last year. Both the parents and the teacher should be at the conference so they would know the reasoning behind the plan.


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504
Old 03-17-2018, 07:30 AM
 
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I’ve seen this happen. A 504 is created because a medical condition or learning exceptionality has been identified at some point (in this case, dyslexia). Keeping a largely blank 504 on file covers the school from charges that it didn’t try to support the student. Basically, the school needs a paper trail to acknowledge it is aware of the identification.

My best guess is that since the testing that identified the dyslexia, the parents have dragged their feet and not cooperated with ongoing testing and re-evaluation. Some parents refuse to cooperate with Spec Ed because of stigma or a fear that the child will be “labeled” or “pigeon-holed”. They have visions of “special classes” and short buses and the trade school stream. They think that if they put their heads in the sand and hope for the best, the child will simply overcome or outgrow the challenges. Sometimes parents ignore referrals to specialists or fail to show up for appointments or shove reports in a drawer and refuse to sign off on them.

I dealt with more than one family in the district (and even a few in prep school) who seem to want supports and accommodations to be provided unofficially and on their own terms, i.e. on a wink and a handshake basis. “We don’t think she needs a 504/IEP... can’t you just give her a bit of extra time for tests?” Some parents don’t get that you can’t just ask for the accommodations you want without some basis for them as defined by experts in the field.

I’m not sure if that’s what’s happening here (i.e. the school recommends re-eval and the family isn’t interested) but I wouldn’t bet against it. Don’t be surprised if you set up a meeting with the parents only to encounter a defensive, exasperated attitude (“What? This again?”).
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