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
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.
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.
Plan timely communication and information exchange, opportunities for social continuity (peer tutors, peer editors, study buddies...)
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.
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.
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.
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.
Express preferences and interests.
Circle of friends
Brainstorm ways to maintain communication and connections
STEP ONE: Develop Student Profile
Conduct a Needs Assessment to identify student's functional abilities and functional barriers, achievement levels in each subject area (reference curriculum framework/syllabus), etc.
Computer skills, Use of Assistive Technology
Note-taking and Documentation skills (footnotes, bibliographies, etc.)
Proofreading and editing skills (punctuation, word usage, spelling, grammar)
Test taking strategies
Use of reference materials
ability to concentrate
coordination and balance
fine motor/gross motor control
time demands of treatment, rehabilitation plan
energy demands of treatment
Medication schedule, effects of medication
variations in strength or stamina
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 service such as appropriate scheduling or location to enable student to maximize participation or attendance.
Identify instructional resources and assistive technology gto match curricular goals and student's needs.
Define criteria for selecting materials.
Identify menu or multimedia resources and technology such as online local, national and global learning communities and online mentors, teachers, peers and coaches to establish tele-learning and www systems that enhance and enrich independent learning opportunities as well as collaborative learning.
Provide duplicate texts and course resources for home use.
Offer alternative formats for resources and evaluations.
Vary length and format for variable levels of effort or attention.
Offer Part-time/flex-time selective attendance.
Offer 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.
Provide extended year program options.
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
Agree on appropriate evaluation criteria and assessment strategies (portfolio, interviews, tests, projects, journals, reports -- written, oral, etc.)
Agree on a communication system for feedback and problem solving -- voice mail, email, etc.
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.
The world endures solely by virtue of the breath of school children. (Talmud)