Skip Navigation

Section 504

Section 504 of the Rehabilitation Act of 1973 is a civil rights law designed to protect individuals with disabilities from discrimination for reasons related to their disabilities. The Section 504 regulations require a school district, receiving Federal financial assistance, to provide a free and appropriate public education (FAPE) to eligible students. The FAPE must meet the students individual educational needs as adequately as the needs of non-disabled students.

To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities, or (2) have a record of such an impairment, or (3) be regarded as having such an impairment. The Center provides technical assistance to support districts in addressing 504 issues.

Section 504 Trainings

Visit Connect20 to register for the 2016-2017 Section 504 Workshops.

Fall 2019 Section 504 Training

§ 504 Basics
Sept. 25, 2019 8:30 a.m. – 3:30 p.m. Session #: 59001
If you are new to Section 504, or need to refresh yourself on the Federal Requirements of § 504 join this session to learn what Section 504 is and how to service eligible students on your campus. This session will cover new law and updates, as well as eligibility, substantial limitation, mitigating measures, qualifying conditions, and committee responsibilities. Forms will be shared to assist in the documentation process. In conclusion, participants will review some case studies to evaluate, just as a 504 committee would address.
Maximum Enrollment: 40 Fee: $100

Improving Classroom Culture and Fostering Executive Function
Through a Trauma-informed, “Mindful Classroom” Model
Oct. 9, 2019 8:30 a.m. - 4:00 p.m. Session#: 59133

This training will involve raising awareness around different types of childhood trauma, as well as a look at research that helps us to better understand recent findings in the world of neuroscience. For example, tried and true classroom behavior models, like three loud claps to call the class back to attention can trigger cortisol responses that shut down a child’s ability to process information for hours. A new approach to classroom environment and procedures can help minimize triggers while maintaining an enriching, stimulating classroom environment.

The Mindful Classroom: Teachers who receive training in a classroom management approach that is designed to reduce stress and anger responses that result from mental health challenges and childhood trauma will be empowered to foster a classroom culture that supports a wide array of social, emotional learning needs and build strong relationships that foster learning. Teachers and caregivers will also experience the benefits of a mindful classroom model as a strategy for their own stress reduction, as this model fosters teacher/caregiver wellness through changing the dynamics teachers experience in the classroom.

Research: Mindfulness strategies improve executive functioning in students: Flook et al., 2010 Mendelson et al., 2010

Mindfulness strategies improve academic and behavioral outcomes: Benson et al., 1994, 2000, Foret et al., 2011

Mindfulness strategies manage stress and promote wellbeing in adults: Esch et al., 2003, Brown & Ryan, 2003

Maximum Enrollment: 40 Fee: $100

RtI & § 504 Director Meeting following Curriculum Forum
Oct. 23, 2019 1:00 p.m. – 3:30 p.m. Session #: 58010
This meeting is for RtI & Section 504 directors. We will provide District staff the opportunity to share reflections and collaborate to improve their RtI frameworks and § 504 programs. Recent and new RtI & § 504 updates, information, products and processes will be shared. These meetings are a great opportunity to build relationships and share experiences.
Maximum Enrollment: 40 Free

RtI & Section 504 Parent Training
Nov. 5, 2019 9:00 a.m. – 12:00 p.m. Session#: 58840
Zoom Session#: 59722
Research has shown that establishing strong communication and relationships with parents can have positive and tangible effects on a student's success in school. This informational session will provide parents with tips and tools to be knowledgeable and aware of their rights regarding Section 504 & RtI to foster positive relationships with your child’s teacher.
Maximum Enrollment: 40 Free

§ 504: Bullying & Harassment of Students with Disabilities
Nov. 20, 2019 8:30 a.m. – 3:30 p.m. Session#: 59116
Both state and federal laws address bullying and harassment of individuals with disabilities. In addition, disability harassment is a form of discrimination under Section 504 and the ADA. In this session we will cover the distinction between bullying and harassment, as well as a district’s responsibility to stop disability harassment and implement preventive measures to ensure that each student receives FAPE.
Maximum Enrollment: 40 Fee: $100

§ 504 Basics
Dec. 11, 2019 8:30 a.m. – 3:30 p.m. Session#: 59118
If you are new to Section 504, or need to refresh yourself on the Federal Requirements of § 504 join this session to learn what Section 504 is and how to service eligible students on your campus. This session will cover new law and updates, as well as eligibility, substantial limitation, mitigating measures, qualifying conditions, and committee responsibilities. Forms will be shared to assist in the documentation process. In conclusion, participants will review some case studies to evaluate, just as a 504 committee would address.
Maximum Enrollment: 40 Fee: $100

Spring 2019 Section 504 Training

RtI & § 504 Director Meeting following Curriculum Forum
Feb. 5, 2020 1:00 p.m. – 3:30 p.m. Session #: 58015
This meeting is for RtI & Section 504 directors. We will provide District staff the opportunity to share reflections and collaborate to improve their RtI frameworks and § 504 programs. Recent and new RtI & § 504 updates, information, products and processes will be shared. These meetings are a great opportunity to build relationships and share experiences.
Maximum Enrollment: 40 Free

§ 504: MDR
Feb. 19, 2020 8:30 a.m. – 3:30 p.m. Session#: 59119
Those involved in the manifestation determination review and discipline of a student served under Section 504 need to be knowledgeable about the student and the meaning of the data being reviewed. In addition, members must understand the applicable disability rules in discipline. This session will address disciplining a student under Section 504 and how to conduct a manifestation determination review.
Maximum Enrollment: 40 Fee: $100

Improving Classroom Culture and Fostering Executive Function
Through a Trauma-informed, “Mindful Classroom” Model
Mar. 18, 2020 8:30 a.m. – 4:00 p.m. Session #: 59135

This training will involve raising awareness around different types of childhood trauma, as well as a look at research that helps us to better understand recent findings in the world of neuroscience. For example, tried and true classroom behavior models, like three loud claps to call the class back to attention can trigger cortisol responses that shut down a child’s ability to process information for hours. A new approach to classroom environment and procedures can help minimize triggers while maintaining an enriching, stimulating classroom environment.

The Mindful Classroom: Teachers who receive training in a classroom management approach that is designed to reduce stress and anger responses that result from mental health challenges and childhood trauma will be empowered to foster a classroom culture that supports a wide array of social, emotional learning needs and build strong relationships that foster learning. Teachers and caregivers will also experience the benefits of a mindful classroom model as a strategy for their own stress reduction, as this model fosters teacher/caregiver wellness through changing the dynamics teachers experience in the classroom.

Research: Mindfulness strategies improve executive functioning in students: Flook et al., 2010 Mendelson et al., 2010

Mindfulness strategies improve academic and behavioral outcomes: Benson et al., 1994, 2000, Foret et al., 2011

Mindfulness strategies manage stress and promote wellbeing in adults: Esch et al., 2003, Brown & Ryan, 2003

Maximum Enrollment: 40 Fee: $100

RtI & § 504 Director Meeting following Curriculum Forum
Mar. 31, 2020 1:00 p.m. – 3:30 p.m. Session #: 58024

This meeting is for RtI & Section 504 directors. We will provide District staff the opportunity to share reflections and collaborate to improve their RtI frameworks and § 504 programs. Recent and new RtI & § 504 updates, information, products and processes will be shared. These meetings are a great opportunity to build relationships and share experiences.

Maximum Enrollment: 40 Free

§ 504 ADHD & The ADHD Guidance Document
Apr. 15, 2020 8:30 a.m. – 3:30 p.m. Session#: 59120

ADHD is the most frequently diagnosed childhood disorder in public schools. With a prevalence rate of approximately 7%-11% of school-age children, most classroom teachers have at least one student with ADHD. This session will look at Section 504 identification of ADHD in light of the 2016 OCR ADHD Guidance Document and its impact on schools. Information will be provided on what is ADHD, how to recognize symptoms in the educational setting, and useful strategies for working with students who have ADHD.

Maximum Enrollment: 40 Fee: $100

Section 504 & Health, Medical & General Ed. Home Bound
May 6, 2020 8:30 a.m. – 3:30 p.m. Session#: 59131

Public school are required by law to accommodate the health needs of students. Schools must determine whether to use a health care plan or if the student needs to be referred and served through Section 504 due to their unique medical/health-related challenges. To make it even more confusing, Texas also has a provision allowing for General Education Homebound for eligible students with medical conditions. This session will address serving students with medical and health related conditions, when to refer to Section 504, and addressing those requests for GEH.

Maximum Enrollment: 40 Fee: $100

Copyright © 1985 - 2019. All rights reserved.

powered by ezTaskTitanium TM