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What is a 504 Service Agreement Plan?

A plan for how a child will have access to learning at school. A 504 plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.

A non discrimination law

How does one determine a student’s eligibility for a 504 Plan?

A student is disabled under the definition of section 504 if they:

-have a physical or mental impairment that substantially limits one or more of the person's life activites

-has a record of such impairment or

-is regarded as having such impairment

How does a 504 Service Agreement Plan differ from an IEP?

Under the 504 plan, parents can't ask for an independent educational evaluation unlike an IEP where parents can ask the district to pay for the outside evaluation.

The IEP team have strict legal requirement about who participates and the 504 plan has less specific rules. The 504 plan may consist of the parents, general education teacher, and principle.

There isn't a standard 504 plan and it doesn't have to be a written document like the IEP does. The 504 is not as specific as the IEP and includes specific accommodations for the child, the names of the people who will provide those supports, and the name of the person responsible for ensuring the plan is implemented

504 plan does not require a written notice to the parents if there is a significant change in the student's plan

Unlike IEP, the state does not receive extra funding for eligible students. IDEA funds can't be used to serve students with 504 plans.

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Instructional Strategies:

1. Implement a reward system for Math problems. Reward Juanita if she takes her time and completes the Math problems correctly. A reward could be something she is interested in such as tokens that can be traded in for science books or an extra assignment related to science. This way Juanita can focus on Math and not rush through the problems.

2. Promote more group projects so Juanita can increase her social interaction with her peers. This will allow Juanita to work with a group to complete math assignments or other topics. Her peers may develop a more positive attitude towards Juanita if they get to know her better.

3. Explore additional science classes or science groups that Juanita can attend so she can do more of what she likes. It seems that she isn't being allowed enough time to focus on her interests and additional time after school being involved in a group may satisfy her need to focus on this subject and may allow her to focus more time on other subjects during class.

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Instructional Environment: Follow through with plan that she does not get pulled out of the classroom for additional instruction. Keeping Kathleen in the classroom will improve socialization and increase interaction with peers.

Instruction Delivery and Content: Arrange table in classroom so that Kathleen is able to hear all peers in class. This could help her with her speech and will also improve socialization skills.

Instructional Assessment: Assess the progress Kathleen has made after a few months of not being pulled out of her class to see if she is improve in Science or Socialization.

Instructional Strategies for Reading:

1.  Ask Kathleen what she finds difficult with reading comprehension and ask her if she understands what she just read. Once you figure out what she is struggling with then additional help can be put in place

2.  Set Kathleen with an after school tutor. This way she will not be removed from the classroom and she can still receive additional help in that area.

3. Have Kathleen summarize what she is reading so she can determine what is important and put it in her own words. Summarizing can help her identify main ideas, connect ideas, eliminate unnecessary information, and remember what she is reading.

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Collaboration between General Ed. & Special Ed. Teacher

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Collaboration between General Ed. & Special Ed. Teacher

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1. Special Education teacher can assistthe General Education teacher in her classroom set up and effective ways to accommodate Allison

2. Discuss Allison's expressed goals and collaborate on how they will support and help her with reaching these goals.

3. Problem or negative behaviors should be discussed and resolutions formed if any are displayed by Allison

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Instructional Strategies that could help Allison

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Instructional Strategies that could help Allison

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1. Determine what interests Allison and suggest extracurricular activities. These activities can promote socialization and interaction among other students. Socializing with other students can also help Allison improve her speech. This can also increase her self confidence and gain peer support and friendships.

2. Pair Allison up with a buddy in class. Allison can improve her language and literacy skills by observation. This can also develop her socialization skills which are important at her age.

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Considerations for the Inclusive Classroom

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Considerations for the Inclusive Classroom

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Instructional Content; Use things that Allison is interested in such as toys or objects to increase her literacy skill development.

Instructional Procedures: Since Allison only has mild hearing loss and uses hearing aids, the use of speech reading may be helpful for Allison to learn if she is too far away to hear what is being taught.

Instructional Environment: Have Allison sit near the front of the class so she is able to pick up as many verbal words as possible. Keeping her near her peers will also allow her to stay involved in the conversation.

Instructional Technology: Look into placing a loop system in the classroom so Allison can hear the teacher better and there aren't any distractions.

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Allison has a hearing loss resulting from repeated and severe ear infections in infancy and throughout her childhood. The infections resulted in a bilateral conductive hearing loss. Her loss is mild to moderate since she can't hear clearly until sounds reach a 40 decibel level which is equivalent to the sound of a fan.

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Environment-Provide visual cues such as posting and reading a daily schedule (provide readable clock)

Technology-Set up a recorder in the classroom for Darin so he is able re play any lecture that he needs repeated.

Content-Have another student describe what is going on during a video or presentation that Darin is not able to get close to.

Procedures-Use real objects instead of picture during lessons in order for easier learning. Offer large print text books to increase ability to read words and decrease time it takes to read.

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Environment-

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Strategy to help Robert with Socialiaztion

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Strategy to help Robert with Socialiaztion

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Increase group work in the classroom to get Robert and his classmates to communicate on a regular basis. Ask Robert what hobbies he is interested in and have him approach other students asking how he can acquire the skills to complete these activities. This will also promote communication and may develop some bonds among peers.

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Miss Dunn is Alex's special education teacher and Mr. Runyon is his general education teacher. It is important for both of these teachers to communicate so Alex can have consistency. The tasks and goals that Miss Dunn works on with Alex can be transferred over and used in Mr. Runyon's class. Mr. Runyon can inform Miss Dunn any issues that may come up in class with Alex or examine any progress or set backs Alex makes.

The following strategies would benefit Alex...

Instructional Content:

-Miss Dunn should continue working with Alex in the classroom for one hour a day for 5 days a week. Since Alex is making progress, ABA and Picture exchange communication system

-Alex's progress should be analyzed to see what type of interventions are working.  A buddy system could be implemented to increase his socialization skills.

Instructional procedures:

-continued family involvement so the parents can incorporate what Miss Dunn is working with him on at home as well

-invite Alex's parents to the classroom during Miss Dunn's time so the family can observe the progress his is making and address any concerns they may have

Instructional Environment:

-Develop and implement visual cue cards to help Alex transition through the day better

-Educate Alex's peers on the Picture Exchange communication system he is using so they will be able to better communicate with Alex throughout the day. This may make Alex feel more comfortable that his peers understand him.

Instructional Technology:

-Offer Alex the opportunity to use a computer throughout the day. Computers offer a way for students with Autism spectrum disorders who prefer visual communication to learn visually

-Continue to use Picture exchange communication system and see how he does with trying Voice output communication aids to work on his vocabulary and communication skills

Socialization with peers

-Pair Alex up with a buddy in class. This will help Alex become comfortable with at least one peer and will increase his communication confidence

-Use positive reinforcement if Alex initiates conversations with peers throughout the day. Find out his interests and use them as motivation.

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Incorporating a computer into his everyday learning environment. David has problems with his fine motor skills, holding a pencil, and using a calculator. David can use a computer in the classroom to help him learn the general curriculum. The calculator on the computer can be easier to use than a small hand held one. David also learns better with pictures so the computer can act as a learning tool for David. David will not have to leave the classroom to use this supportive tool.

Keeping David in the classroom as much as possible will continue to aid in his communication, social, and adaptive skills. Being in an inclusive setting will help David learn from observing his peers and learn at his current grade level. Peer buddy supports can help David in many ways such as feedback, positive role model, direct his attention during class, and assisting with academic work. Keeping David's family involved in his progress is the key to gaining any type of information that would be useful with helping David in the classroom.

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Academic:

-The article does not state specific areas that David is struggling with. I would need to know what areas David has problems with so I would be able to focus on these areas and use repetition with him as well. I could also set up a set David up with a tutor, someone his own age, in the areas that he is having difficulties with. This will also help David with his communication and social skills

Social and Emotional:

-It seems that David has made some friends in his class and hasn't had a problem socializing from what I read in the article. I would have to observe David around his peers to see how he reacts to certain situations.

Communication:

-I would like to know what David is working on in his speech and language services so I can try to incorporate those instructions when working with him if possible.

-I would also like to know more about the way David communicates such as the alternate/augmentative communication system that uses symbols and the word button that produces synthesized speech. I would like to become more familiar with them so I can assist David while in my classroom.

Medical:

-I would educate myself on cerebral palsy and epilepsy. Since he takes medications, I would like to know the times so I make sure gets to the nurse to take his medications on time. I would also like to know how to react and assist if David has a seizure in class and possibly educate the other classmates on the condition as well.

Post Secondary Transition Planning Needs

-I would evaluate David in the classroom and collaborate with other staff and his parents to come up with goals for David and what we will do to help him reach them whether it be supported employment or other interests. Referring to his IEP could give me more information on how to help David transition.

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Characteristics of Children with Severe Disabilities

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Characteristics of Children with Severe Disabilities

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-difficulty learning information that is abstract/conceptual

-difficulty with representational thinking

-will learn fewer skills ad gain less knowledge than peers without disabilities

-require more repetitions to learn than their peers without disabilities

-have problems with learning language skills that form the foundation of communication

-may not have the ability to ask questions or for clarification

-lack ability of self care and safety skills

-problems with attending to tasks for long periods of time

-problems with focusing on the aspects of the task that are important for learning

-deficient working and short term memory. This can also affect long-term memory and retrieval

-lack of ability to transfer/generalize skills

-speech and language problems such as articulation, language use, language comprehensive, and pragmatics

-atypical or delayed speech and language

-difficulty forming social networks and frienships

-behavioral issues may emerge due to communication challenges

-stereotypical behaviors include repetitive and non purposeful movements that tend to be harmless but interfere with adaptation to the environment.

-may display self-injurious behavior

-may need nursing care, health monitoring, and physical and occupational therapy due to medical issues

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Following directions:

Create behavior contract for behaviors such as staying in line or following directions

Use token system where she will be rewarded for following direction

Making choices:

-help Janetta have a greater sense of her disability which will help her become self-aware and more able to make decisions

-Allow Janetta to make simple choices throughout her day such as what she wants for lunch or what to write with in and talk with her about her decision process

Fostering Independence:

-work one on one each day and multiple times a day on a skill such as washing hands so this skill can be put in her long term memory (break process down into steps)

-Display pictures by the sink about how to wash your hands or have her observe a classmate

Reading Readiness:

-offer Janetta a tutor that can work one on one with her reading skills

-offer her a reading program that uses direct instruction and tools such as phonics and sound-symbol relationships

Writing:

-offer Janetta a tutor to help her in writing. Even if it takes her out of the classroom. Janetta may learn better if used a computer program.

-Have Janetta work on writing skills at home with writing about something enjoyable and not school related.

Math:

-Allow Janetta to use a computer program that may help with her math skills.This form of learning may be more enjoyable to her.

-Set her up with a Math tutor that specializes in working with students with intellectual disabilities

http://files.eric.ed.gov/fulltext/ED414714.pdf

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Characteristics of Intellectual disabilities include:

Attention Characteristics:

-pay attention more to people rather than tasks since they desire more personal feedback from others

Academic Characteristics:

-reading and mathematic skills below grade level

Memory Characteristics:

-problems with working memory which involves part of the memory that holds information for short time periods

Transfer and Generalization Characteristics:

-difficult transferring information, apply learning to new, and generalizing info, apply learning in different situations based on past learning.

Language Characteristics:

-delays in learning vocabulary

-difficulty engaging adequately in give and take conversations

-possible speech disorder

Social and Personal Characteristics:

-focusing on personal expectations

-lack of social relationship with peers who do not have disability

Adaptive Behavior Characteristics:

-lack of interpersonal skills, language skills, daily living skills, maintaining a safe environment, and being self-directed

-not knowing when to use or how to perform a skill

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Instruction for Reading and Math:

Direct Observation-Continue the already established plan for the following year since the lack of time prevented any progress to show

Technology-Have Experiment with Andy using academic computer programs to increase knowledge in these subject areas. (abcmouse.com)

Homework:

Self-reinforcement-This intervention would work with homework as well. Andy would reinforce his completion of homework assignments that are sent home with tokens.

Parent Involvement-Andy's parents should supervise Andy while doing homework and offer breaks, words of encouragement, and reinforcement as needed

Behavior:

Self-regulation-teach Andy self-regulation skills such as self-instruction or a sequence of problem solving steps, in order to display self-control of own behavior. This will increase attention and decrease impulsivity.

Cognitive Behavior Modification-This will increase Andy's attention span by having him perform task while teacher gives instruction, perform tasks while overtly verbalizing instruction, perform task while whispering instruction, and perform task while verbalizing covertly. This will help him internalize efficient learning strategies by actively involving him in the learning process.

Instructional Environment and Organization:

Physical classroom modification-reduce unnecessary clutter, having individual desks, and decrease any unnecessary noises. This will decrease any distractions or internal feelings of clutter.

Allow movement-Students with ADHD lose focus easily so allowing Andy to get up to use restroom or get a drink will give him a much needed break from instruction.

Written Assignments and Tests:

Immediate feedback-Grade in class assignments right away so Andy can get the immediate gratification and increase self-confidence and willingness to complete task efficiently and quickly

Substitution-Andy may do better with taking a test orally instead of won paper. Allowing him to take the test orally can increase grades and ability to remember facts more quickly

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Strategies to support Bobby with:

Behavior:

Consistency-Being consistent when enforcing classroom rules so Bobby knows what to expect.

Positive Reinforcement=-Giving bobby positive praise when he displays an appropriate behavior or after a certain period of time that Bobby doesn't display inappropriate behavior. Figuring out what type of praise or reward works for Bobby can decrease the amount of negative behavior that he displays.

Instruction:

Direct Instruction-increasing instructional time and task engagement to reduce inappropriate behaviors and increase academic achievement.

-skills taught must be relevant and meaningful to bobby

-plan examples and models carefully and regularly evaluate the effectiveness of instruction

-materials should be varied in form, content, and difficulty level

Cognitive Behavioral Intervention-teach concepts of self-instruction, self-monitoring, self-evaluation, self-regulation, and self-attribution so that Bobby can become an independent learner and control his behavior

Instructional Environment:

Arrangement of classroom: The classroom will be set up in an organized fashion so it does not influence disorganized thought or behavior. Setting desks up in a circle can increases socialization and can also increase the amount of space the classroom has which can also influence positive thinking and learning.

Positive Behavior support: Observe any negative interaction between Bobby and any of his classmates that lead to a negative environment. By eliminating these triggers, Bobby and spend more time on focusing on academics and controlling inappropriate behaviors.

Attendance and Symptoms of Illness:

Positive Reinforcement-Putting Bobby on a reward or token system where he receives a token for each time he attends school when he complains about negative symptoms which usually keep him home. Those tokens can be traded in for a desired prize such as a homework pass or a snack of his choice.

Contingency Contract-this is another type of reinforcement that is signed by Bobby and the teacher where he agrees that he will increase his attendance.

Socialization:

Service Learning Program-Get Bobby involved in a structured community service activity to increase learned socialization skills Service Learning Program's goals are to promote self-esteem and self-worth, engage students in school related activities, and revise other's views of student's worth and ability to contribute to society.

Second step- The components of this violence prevention curriculum is are empathy, impulse control and problem solving, and anger management. This curriculum will teach social and emotional skills for violence prevention.

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-coordination of head start program

-services through Part C of IDEA: Early Intervention Services for Infant and Toddlers

-continue physical therapy

Teaching Strategies:

take place in home environment

encourage frequent interaction with responsive adults

provide variety of play materials

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-appropriate adult-child interaction

-increase accessibility of toys can increase independence

-positive feedback and attention

-consistent daily schedule at home

-provide structure, consistency, stability, and communicate values

-Schedules, rituals, and routines can help in planning a positive support system

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Factors that place Margaret at risk:

-low birth weight

-developmental delays

-failure to thrive

-pre-term birth

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taking part in general education curriculum with extra support in basic readiness skills

family meeting with counselor with focus on talking mother into letting a computer in her home for her son's benefit

Introduce computer program to Cody that will help him with remembering phone number, address, alphabet, and numbers.

Developing and Individual Family Service Plan (IFSP)

Teaching Strategies:

Teaching Cody's parents family involvement skills such as nurturing and responsive parent attitudes, and parental emphasis on activities in the home that promote learning skills (reading to Cody at home)

Universal Design for Learning (UDL): Making learning fun for Cody by engaging him through interests, increasing motivation, and offering appropriate challenges

Instructional Environment:

Instructional technology would be appropriate for Cody since it has been established that this type of learning is most effective.

Creating a supportive environment with encouragement and positive reinforcement

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Factors that place Cody at risk:

-family instability such as divorce and learning different routines in different environments

-parental disagreements with what is best for Cody

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1. Components from the Perry Preschool Project. Ricky can be enrolled in a half-day preschool every week-day plus a weekly 90 minute home visit. This is done for 8 months out of the year for two years. This program is to prevent future school failure

2. Ricky's father should be encouraged to attend support groups to gain resources

3. Group therapy for Ricky, his father, and stepmom to establish communication and evaluate Ricky's needs should be considered

4. Behavior support interventions in the home or pre-school setting and create behavior support plan if one is needed

5. Preschool should complete routine-based positive support planning form.

Teaching Strategies: (Ricky may benefit from the following due to lack of socialization and neglect)

direct instruction of social skills

modeling of specific social skills

imitation of appropriate behaviors

play related activities

free-play generalization

Instructional Environment:

Interpersonal climate should include positive attention and positive feedback for appropriate behavior. Even though the text did not report any behavioral problems, Ricky could use positive attention since he was left alone for most of his life.

Effective classroom environment should be established in his new preschool and should have structure and consistent daily schedules along with rules and rituals. This will help Ricky feel more comfortable, secure, and will know what is expected of him. This will also help establish a positive support system.

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Factors that place Ricky at risk:

Biological/Medical Risk-

Ricky's mom did not receive any prenatal care while she was carrying Ricky.

It is unknown if Ricky was born at a low birth weight.

Environmental Risk-

Ricky has family instability due to switching households.

Ricky's mom also had him when she was a teenager and dropped out of school.

Child neglect is also a factor since Ricky's mom used to leave him home alone during the night.