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I last exercise emphasized the need for attention to 504 during transitions.  The review of services would seem to be better served after a couple weeks or a month of observations noting that the teachers do have the current plan.

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I rarely do the notice of meetings.  I'll start doing them now. Don't worry-I always contact parents! 

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I rarely do the notice of meetings.  I'll start doing them now. Don't worry-I always contact parents! 

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504's strong "needs" focus and individually based.

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Flow charts are helpful.

Documentation/ working through each step

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I also have not been consistent with the notice of meeting. I have been just communicating with parents, and setting it up that wat. I will do better with this as well.

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I really appreciated the flow charts. It made it a lot easier to understand each aspect and check off what I have done/need to do.

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The flow chart and materials being located in one specific place would be most helpful

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The flow chart and materials being located in one specific place would be most helpful

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the resources are very helpful tools to help remind you of everything that goes into creating, reviewing or transferring a plan. These will all be housed in google docs? 

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the resources are very helpful tools to help remind you of everything that goes into creating, reviewing or transferring a plan. These will all be housed in google docs? 

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If a student no longer qualifies for an IEP, but could still use some accommodations from the IEP, would you still go through the whole 504 referral process?

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Jason and I talked about this last week - but could we explore how to work with SPED when we are approached with a student exiting an IEP and are asked to place the student on a 504.  What questions should we ask and how should we approach this issue.

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Jason and I talked about this last week - but could we explore how to work with SPED when we are approached with a student exiting an IEP and are asked to place the student on a 504.  What questions should we ask and how should we approach this issue.

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I've had situations where parents are beginning the IEP process and want a 504 as a sort of "placeholder" while the IEP eval is happening. After going through some info today, I'm realizing that 504s have the same 60 day timeline as IEPs. Should I worry about rushing through the 504 process due to parent pressure just to have it done before their IEP meeting?

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Handling parent requests....would just like to make sure the way I've been handling them is best practice.

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If data supports, can 504 be initiated upon exiting an IEP?

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Does the notice of meeting HAVE to come from counselors? Our SPED secretary organizes/schedules every meeting.

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I haven't held referral meetings. Do we need to have an entire separate meeting with the entire team for the referral? I'm just thinking about preserving teacher time.

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In the document you emailed:
Reference to tests....they must be selected and administered...aptitude and achievement? Uncertain of what those tests would be other than informal observations....

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I would like more practice/training with wording and phrasing for accommodations

Ah Ha's: I learned how to do the notice of meeting. Learned more about the importance of the evaluation period.

The flowchart really helps!

Questions:

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I have a student coming in from TX with a 504 for Dyslexia. How do I transfer that diagnosis?

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Students with IEP AND 504

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Formal district process for 504 plan exit

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Ditto-more training on wording.

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I would like extra training around exiting kids from a plan.