At my school I was in charge of the 504's. Although each school system has different procedures, 504's are legal documents, therefore it is very important to write accommodations that will support the student yet be realistic for the teacher to implement.
Unlike an IEP (Individual education plan for students with special needs) a 504 does not provide additional teacher support. When a student has an IEP they are given a special education teacher who works one on one to ensure the goals are met. When a student has a 504 it is the classroom teacher's responsibility, along with her other 20 students to implement the accommodations.
I would like to share with you some tips that I have found useful over the years.
The main concern is that this student is missing critical academic growth because of the various behaviors each impacting one each other. Here are some points to consider:
Here are some samples accommodations based on the above example.
Warmly,
Jeanette
I would like to share with you some tips that I have found useful over the years.
- A student will be found eligible for a 504 at the Local Screening meeting. It is best to NOT WRITE the accommodations at this meeting. If possible set up a SEPARATE meeting with parents, teachers, counselor and administration. This way you can ensure the accommodations will be a good fit for the student and not written in a rush.
- Prior to the second meeting when you write up the accommodations I suggest you speak with the teacher and parents separately to get a good sense of the needs of the students. What are some of the specific issues that will need to be addressed? Formulate strategies that have worked in the past with other students and other best teaching practices. This feedback is key to having a sound understanding of the students concerns and needs.
- Make a list of the core areas that need accommodations. It is very important to convey to both parents and teachers that a 504 is not the “be all that ends all” but a tool to help the student development skills and gain support in areas of need. Together select the KEY NEEDS that are developmentally appropriate for the student. (3-4 key issues).
The main concern is that this student is missing critical academic growth because of the various behaviors each impacting one each other. Here are some points to consider:
- Thus, KEY NEEDS include staying on task by keeping distractions to a minimum and keeping student in his/her seat.
- The concern over his shutting down is also helpful information for the teacher but does not require specific accommodations on the 504 at this time.
- The fact that the student does not respond to rewards and incentives is very helpful in designing a behavior plan and giving feedback for student.
- The lack of social skills is also important but this may be due to a developmental delay and can be addressed at another time.
- Although blurting out is disruptive to the instruction it does indicate that the student is engaged in the learning process.
- A second grader may need many prompts to stay on task – especially slow to start seat work, frequently gets out of his/her seat, fails to raise his/her hand before blurting out, messy desk, plays with any object in his/her hands, gets in others' space by poking, pushing, frequently shuts down and sulks, doesn't respond to rewards and incentives, and lacks in most social skills.
- Once you have meet individually with parents and teachers and have established the KEY NEEDS it is time to set up the meeting to write the accommodations. It is helpful to have formulated some suggestions prior to the meeting.
Here are some samples accommodations based on the above example.
- Remove all items from his/her desk except for pencil and materials needed for that lesson. Keep items in a separate box nearby but not in reach of the student. Teacher or classmate will bring needed materials to desk.
- During floor time the student can hold squeezy item if helpful in keeping hands to him/herself. If necessary student can have special seat that is not viewed as punitive.
- Preferential seating so that teacher can easily respond to student's off task behavior without interfering with lesson. Create a simple feedback system for student such as a hand signal when student is on task for positive reinforcement.
- Remind both teacher and parents at the meeting that these accommodations will be reviewed annually and revised each year as the student matures developmentally, however, at any time in the school year revisions can be made to help support the student.
- As the coordinator of the 504's throughout the year I check in with teachers and parents to review how the accommodations are working.
Warmly,
Jeanette