Part 2: A Section 504 Planning Team Agenda to Provide Academic & Social Continuity
The Resource, Recovery and Re-Entry Plan
The
S. 504 Plan is a formal written agreement for a student that is
developed by the school staff working in partnership with the student's
parents and health care providers (and the student).
The goal of the
plan is to identify barriers to education for a student at risk for
disrupted attendance and to provide the instructional resources and
services that enable the student to make meaningful educational
progress.
ROLES AND RESPONSIBILITIES
School Nurse
- Identify student with a pattern of or at risk for disrupted attendance.
- Obtain
documentation from student's physicians, therapists and other
specialists. (Health professions should anticipate the student's need
for documentation. Avoid all or nothing short cuts: Physicians may need
information on flexible program options.)
- Consult on school environmental safeguards and modifications.
- Design and monitors student's individual school health care plan.
- Provide teacher and peer education, family and student support.
Counselor/Advisor/Liaison
- Develop student profile including a) performance history, b) attendance history; c) learning needs.
- Maintain student educational record.
- Flag pattern of absences
- Arrange for educational evaluations of student's needs.
- Coordinate plan.
- Plan timely communication and information exchange, opportunities for social continuity (peer tutors, peer editors, study buddies...)
Principal
- Initiate and supervises student's plan.
- Identify planning team and roles, tasks and responsibilities.
- Convene the planning team meeting.
- Ensure state curriculum frameworks or standards are available to team.
- Provide home instructors/Mentors
- Provide primary or supplementary instructional support. Must be qualified in the subject area he or she is responsible for.
Teacher(s)
- Provide
instructional framework and goals for learning program unless delegated
to department chair, alternative educational service or program.
- Promote distant learning and communication opportunities.
- Facilitate student-student communication.
Department Heads
- Provide curricular guidelines and program quality assurance.
- Consult with curriculum specialist/educational media specialist
- Provide information for adapted or alternative methodology and technology, multimedia resources and audio/visual programs.
- Consult with teachers on instructional resources and materials, assignments and evaluation criteria.
Parents
- Provide information for student profile.
- Provide emotional support for student.
- Provide feedback to liaison and staff on appropriateness and effectiveness of program, resources and services.
Student
- Express needs.
- Express preferences and interests.
Circle of friends
- Brainstorm ways to maintain communication and connections
STEP ONE
Conduct a Needs Assessment: Identify student�s functional abilities and constraints.
Consider:
- Computer skills
- Documentation skills (footnotes, bibliographies, etc.)
- Key boarding
- Lab skills
- Memory strategies
- Note taking skills
- Organizational skills
- Proofreading and editing skills (punctuation, word usage, spelling, grammar)
- Reading level
- Research skills
- Test taking strategies
- Use of reference materials
- Writing process
Consider:
- ability to concentrate
- alertness
- appetite, thirst
- attention
- behavior
- coordination and balance
- fine motor/gross motor control
- time demands of treatment, rehabilitation plan
- energy demands of treatment
- rehabilitation plan
- effects of medication
- memory
- moods
- need for review, reinforcement
- sleep patterns
- strength or stamina
- temperament
STEP TWO
Identify
educational goals and objectives for all subject areas. (Reference
state frameworks, course syllabi, learning objectives, study guides,
reading lists, and lesson plans.)
Consider
modifications and related services: What modifications to schedule or
location would enable student to maximize participation or attendance?
What instructional resources and assistive technology match curricular goals and students� needs?
What criteria should be used to select materials?
The
use of multimedia resources and computer and communications technology
can provide a flexible appropriate program. Web-based local, national
and global learning communities and online mentors, teachers, peers and
coaches can establish tele-learning and www systems that enhance and
enrich independent learning opportunities as well as collaborative
learning.
Arrange for students at risk for disrupted attendance to have duplicate texts and course materials at home.
Arrange for flexible expectations, alternative formats for materials, evaluations.
Provide modified assignments. (Vary length and format for variable levels of effort or attention.)
Arrange for reduced class load and /or part-time/flex-time attendance.
Arrange for sequential vs. simultaneous scheduling of courses.
Cluster courses or rooms to reduce travel time between classes.
Plan rest areas or rest times (both private/social areas).
Provide elevator pass.
Schedule frequent breaks as needed.
Arrange transportation to school, extra curricular activities and events
Evaluate and improve environmental conditions at school.
Ensure
adequate ventilation, eliminate or reduce odors, mold, chemicals,
construction activity, pesticide applications, and animals.
Adapt physical education/fitness programs; Provide physical/occupational therapy at school.
Consider extended year program options.
Other_________________________
STEP THREE
Select
appropriate methodology and instructional resources: media resources
and auxiliary services, aids and modifications for both in-school and
home instruction.
Audio tapes of classes
Books on tape
Class note takers
Computer programs
Computers
Correspondence courses
Discussion and study guides
Distant learning programs
Educational Videos
Home education/tutorials
Independent study program
Library study groups
Magazines
Museum kits
On line activities/Email
Phone consult
Reading lists
Reference books
Speaker phone hookup
Study buddies
Teacher home visit
Text books
Trained peer tutors
Tutors (certified teachers)
Video tapes of classes
Other
STEP FOUR
Agree
on appropriate evaluation criteria and assessment strategies
(portfolio, interviews, tests, projects, journals, reports -- written,
oral, etc.)
STEP FIVE
Agree on a communication system for feedback and problem solving � fax, voice mail, email, etc.
STEP SIX
Plan for re-entry and transitions. The more a student communicates with teachers and classmates, the easier the re-entry.
STEP SEVEN
Facilitate
social opportunities as well as academic support. (Study buddies,
email, phone pals, pen pals, school websites, bulletin boards, home
visits, extra curricular activities).
Provide
student with all classroom and school newsletters, notices, memorandum,
and program flyers. Provide timely notice of classroom/school events,
extracurricular activities, programs, visitors, trips, parties, etc.
Encourage participation in special events and extra-curricular
activities.
STEP EIGHT
Evaluate and redesign plan to meet student's changing needs.
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