IDEA Section 504 Guidelines for Students at the

IDEA & Section 504: Guidelines for Students at the Borders *Our newest location: Sacramento Office 520 Capitol Mall Suite 400 Sacramento California 95814 Tel: 916. 443. 0000 Fax: 916. 443. 0030 1

Overview • IDEA and Section 504 compared • Moving between Section 504 and the IDEA • Students at the Borders: SLD, ADD, Physical Disabilities _____________________________________________ _ 2 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 ØEligibility ØFAPE ØProcess & Documents _____________________________________________ _ 3 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Eligibility Under IDEA Two questions: • Does the student have a disability in an IDEA eligibility category? • Does the student require special education and related services? _____________________________________________ _ 4 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Eligibility Under Section 504 Two questions: • Does the student have a physical or mental impairment? • Does the impairment substantially limit a major life activity? _____________________________________________ _ 5 Fagen Friedman & Fulfrost LLP

cont. IDEA vs. Section 504 Eligibility Under Section 504 Physical or Mental Impairment: “Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; specific sense organs; respiratory, including speech organs; cardiovascular; reproductive, digestive, genitorurinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. ” 34 C. F. R. § 104. 3(i). _____________________________________________ _ 6 Fagen Friedman & Fulfrost LLP

cont. IDEA vs. Section 504 Eligibility Under Section 504 • If complete medical evaluation is necessary to determine eligibility, parent may be asked to obtain and fund evaluation • If parent refuses, district must fund evaluation Compton (CA) Unified School District (OCR 2008) _____________________________________________ _ 7 Fagen Friedman & Fulfrost LLP

cont. IDEA vs. Section 504 Eligibility Under Section 504 Substantially Limits: New definition – Rejection of court’s “severely restricts” – “Substantially limits” to be construed broadly Pub. L. No. 110 -325 (September 25, 2008) 122 Stat. 3553; 29 U. S. C. § 705; 42 U. S. C. § 1210 _____________________________________________ _ 8 Fagen Friedman & Fulfrost LLP

cont. IDEA vs. Section 504 Eligibility Under Section 504 Episodic Disabilities and Remission: Ask: Would impairment substantially limit a life activity when active? Pub. L. No. 110 -325 (September 25, 2008) 122 Stat. 3553; 42 U. S. C. § 1210 _____________________________________________ _ 9 Fagen Friedman & Fulfrost LLP

cont. IDEA vs. Section 504 Eligibility Under Section 504 Mitigating Measures: • Cannot consider ameliorative effects of mitigating measures (i. e. medication, hearing aids, learned behaviors, modifications) • EXCEPT eye glasses and contact lenses Pub. L. No. 110 -325 (September 25, 2008)122 Stat. 3553; 42 U. S. C. § 1210 _____________________________________________ _ 10 Fagen Friedman & Fulfrost LLP

Practice Pointer Until districts receive further guidance: – If student would be eligible when impairment is active, make the student eligible – Create a plan to address student’s needs when the impairment is active _____________________________________________ _ 11 Fagen Friedman & Fulfrost LLP

cont. IDEA vs. Section 504 Eligibility Under Section 504 Major Life Activities: • Under the new law, major life activities include (but are not limited to) – Caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, speaking, reading, learning, concentrating, thinking, communicating and working • Under the regulations previously developed major life activities included “learning” _____________________________________________ _ 12 Fagen Friedman & Fulfrost LLP

Practice Pointer • When determining eligibility under Section 504, determine whether any major life activity is substantially limited • Do not limit consideration to “learning” _____________________________________________ _ 13 Fagen Friedman & Fulfrost LLP

Practice Pointer The following behaviors are not themselves a physical or mental impairment: – Lack of motivation – Excessive absences – Early dismissal – Inadequate classroom attendance – Difficulties at home – Incomplete work _____________________________________________ _ 14 Fagen Friedman & Fulfrost LLP

Practice Pointer Be methodical and document your method! Always ask two questions when determining Section 504 eligibility: 1) Does the student have a physical or mental impairment? 2) Does that impairment substantially limit a major life activity? Don’t forget to properly document the responses! _____________________________________________ _ 15 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 FAPE IDEA: – Specially-designed instruction – No cost to parent – Meet unique needs of student – Educated in least restrictive environment 20 U. S. C. §§ 1402(29), 1412(a)(5); Board of Educ. of the Hendrick Hudson Central School Dist. v. Rowley (1982) 458 U. S. 176, 200 _____________________________________________ _ 16 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 FAPE Section 504: – Regular or special education and related aids and services designed to “meet individual educational needs of handicapped persons as adequately as the needs of non-handicapped persons. ” – Educated in the least restrictive environment 34 C. F. R. §§ 104. 33, 104. 34; J. D. v. Pawlet School Dist. (2 nd Cir. 2000) 224 F. 3 d 60; 34 C. F. R. Part 104, Appendix A. (Emphasis added) _____________________________________________ _ 17 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 FAPE • FAPE requirements in IDEA and Section 504 regulations are different • Section 504 requires comparison between meeting needs of disabled and nondisabled students • IDEA has an absolute standard – providing some educational benefit Mark H. v. Lemahieu (9 th Cir. 2008) 513 F. 3 d 922 _____________________________________________ _ 18 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents IDEA: Notice of Procedural Rights District must provide notice of rights: – Upon initial referral or evaluation – When a complaint is filed – When disciplinary action taken – At parent request 34 C. F. R. §§ 300. 500 et seq. _____________________________________________ _ 19 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents IDEA: Evaluation • • Evaluate in all areas of suspected disability Adhere to strict timelines Use a variety of assessment tools Evaluations by trained and knowledgeable persons 20 U. S. C. § 1414(b); 34 C. F. R. § 300. 304 _____________________________________________ _ 20 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents IDEA: IEP Team • Team makes eligibility, placement, and service determinations • Required members: – – – Parent General education teacher Special education teacher Administrator Individuals who can interpret assessment results Other individuals with knowledge or special expertise regarding child – When appropriate, the student 20 U. S. C. § 1414(d)(1)(B) _____________________________________________ _ 21 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents IDEA: Appropriate Document – IEP • Every eligible student must have an IEP • Contents of the IEP: – Eligibility – Educational needs – Present levels of performance – Goals/objectives – District’s offer of FAPE 20 U. S. C. § 1414(d) _____________________________________________ _ 22 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents Section 504 Required Procedures: • Notice • Opportunity to examine records • Impartial hearing with opportunity for parent to be represented by counsel • Review procedure 34 C. F. R. §§ 104. 33, 104. 34, 104. 35, 104. 36 _____________________________________________ _ 23 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents Note: • Typically, OCR does not investigate substance of educational decisions • Focus is on whether district followed proper procedures _____________________________________________ _ 24 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents Section 504: Evaluation • School district must develop standards and procedures to ensure that assessment materials are: – Validated – Administered by trained personnel • to reflect student’s ability – not impaired skill – Designed to assess specific areas of educational need _____________________________________________ _ 25 Fagen Friedman & Fulfrost LLP

cont. IDEA vs. Section 504 Process & Documents • When conducting evaluation, school district must: – Draw upon variety of sources – Create procedures to ensure information is documented and considered – Ensure each placement decision is made by the appropriate team 34 C. F. R. § 104. 35; Gloucester County (VA) Public Schools (OCR 2007) _____________________________________________ _ 26 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents Section 504: Decision Team • Eligibility and placement decisions made by “a group of persons, including persons knowledgeable about the child. ” _____________________________________________ _ 27 Fagen Friedman & Fulfrost LLP

cont. IDEA vs. Section 504 Process & Documents • District must designate a “Section 504 Coordinator” Colorado Springs (CO) School Dist. #11 (OCR 2008) _____________________________________________ _ 28 Fagen Friedman & Fulfrost LLP

IDEA vs. Section 504 Process & Documents Section 504: Appropriate Document • Districts most commonly develop a Section 504 plan • May develop an IEP to comply with Section 504’s FAPE requirement _____________________________________________ _ 29 Fagen Friedman & Fulfrost LLP

Practice Pointer • A Section 504 plan is not a “consolation prize” • Emphasize appropriateness and benefits of Section 504 plan • IDEA services may not be appropriate • IDEA compliance is one way of meeting section 504 _____________________________________________ _ 30 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA _____________________________________________ _ 31 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA What should a district do when a student’s Section 504 plan is no longer appropriate? _____________________________________________ _ 32 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA Consider: – Re-evaluating student – Modifying the Section 504 placement and/or services, or – Convening IEP team meeting to determine IDEA eligibility _____________________________________________ _ 33 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA CAUTION Under Section 504, districts must evaluate prior to initial placement or significant change in placement – Error on side of evaluation if moving student into a more or less restrictive setting 20 U. S. C. § 1414; 34 C. F. R. § 104. 35 _____________________________________________ _ 34 Fagen Friedman & Fulfrost LLP

cont. Moving Between Section 504 and the IDEA Parent Rejects Section 504 Plan Scenario: – District offers Section 504 plan – Parent rejects – Parent requests IEP What should you do? _____________________________________________ _ 35 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA • Implement Section 504 plan without parent consent, if district’s policy allows, and • Conduct IDEA evaluation, if this is what parent wants _____________________________________________ _ 36 Fagen Friedman & Fulfrost LLP

Practice Pointer Determine parent’s underlying concern – Is parent requesting IEP or a special education assessment? – Discussion with parent may resolve concerns and avoid assessment process 20 U. S. C. § 1414 _____________________________________________ _ 37 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA From IDEA to 504 scenarios: – Student no longer eligible under IDEA – Student found ineligible under IDEA – Parent revokes consent for IDEA services *Be prepared for parent request for Section 504 services _____________________________________________ _ 38 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA If an IEP team finds a student ineligible under the IDEA, can the same team immediately thereafter find the student eligible for Section 504 services? _____________________________________________ _ 39 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA YES • So long as student has a mental or physical impairment that substantially limits a major life activity • Conducting consecutive IEP and Section 504 meetings is okay HOWEVER. . . _____________________________________________ _ 40 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA CAUTION: • It’s better to adjourn IEP meeting and convene Section 504 meeting at later date • This will avoid: – Perception of “consolation prize” – Potential for excluding necessary persons – Risk of undertaking wrong analysis to determine eligibility – Failure to properly notice Section 504 meeting Letter to Anonymous (OCR 1991) _____________________________________________ _ 41 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA Rejection of IDEA: • Parent not required to accept initial IDEA services • Parent may revoke prior consent • If parent revokes, district may not continue to provide special education and related services 34 C. F. R. § 300(b)(4). _____________________________________________ _ 42 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA If the district offers a FAPE through the IDEA and the student’s parent refuses to consent to the initial provision of IDEA services or revoke consent to IDEA services, is the district required to create a Section 504 plan? _____________________________________________ _ 43 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA Satisfy the IDEA • Districts are responsible for: – Creation of appropriate IEP • Districts are not responsible for: – Obtaining parent consent to the IEP MAKE THE OFFER _____________________________________________ _ 44 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA Section 504 Plan? • Probably not required, if parent has rejected IEP • But certainly permissible _____________________________________________ _ 45 Fagen Friedman & Fulfrost LLP

Moving Between Section 504 and the IDEA Child Find District must: – Actively seek out students eligible for Section 504 services, including those attending private schools – Conduct Section 504 evaluation, appropriate if 34 C. F. R. §§ 104. 31; 104. 35(a) _____________________________________________ _ 46 Fagen Friedman & Fulfrost LLP

Students at the Borders SLD, ADD/ADHD, Physical Disabilities IDEA? Section 504? Or General Ed? _____________________________________________ _ 47 Fagen Friedman & Fulfrost LLP

Students at the Border SLD: IDEA Eligibility Student has: – A “disorder in one or more of the basic psychological processes involved in the understanding or in using language, spoken or written. ” – Manifests in an “imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. ” Student requires special education and related services 20 U. S. C. § 1401(30) _____________________________________________ _ 48 Fagen Friedman & Fulfrost LLP

Practice Pointer Reading Fluency • The 2006 federal regulations added reading fluency skills to list of qualifying areas for eligibility determinations • If district uses either RTI or discrepancy model, district must determine whether student is performing adequately for age/grade level in all qualifying areas, including reading fluency skills 34 C. F. R. § 300. 309 _____________________________________________ _ 49 Fagen Friedman & Fulfrost LLP

Students at the Border SLD: Section 504 Eligibility Two Part Analysis: • Physical or mental impairment – Comments to Section 504 Regulations state that SLD constitutes a physical or mental impairment • Must substantially limit a major life activity 20 U. S. C. § 1401(30); 34 C. F. R. Part 104, Appendix A _____________________________________________ _ 50 Fagen Friedman & Fulfrost LLP

Practice Pointer A student may not qualify under Section 504 if he/she is successful in the general education setting without special education supports, despite demonstrating a discrepancy between ability and performance _____________________________________________ _ 51 Fagen Friedman & Fulfrost LLP

Students at the Border SLD: Section 504 Eligibility Facts - Fourth grade: • SST team referred student for comprehensive special education assessment • IQ score of 92 • Achievement scores ranged from 85 to 110 • Assessor concluded no severe discrepancy between ability and achievement • District found student ineligible for IDEA services Student v. Tracy Joint Unified School District (OAH 2007) _____________________________________________ _ 52 Fagen Friedman & Fulfrost LLP

cont. Students at the Border SLD: Section 504 Eligibility Facts - Fifth grade: • GPA ranged from 2. 0 to 2. 5 • District found student ineligible for IDEA services • Parent disagrees • Obtained IEE that concluded student qualified as SLD due to processing disorders and a severe discrepancy in math calculations Student v. Tracy Joint Unified School District (OAH 2007) _____________________________________________ _ 53 Fagen Friedman & Fulfrost LLP

cont. Students at the Border SLD: Section 504 Eligibility OAH Ruling: ü No severe discrepancy based on private and district assessments ü Student ineligible for IDEA services under category of SLD Student v. Tracy Joint Unified School District (OAH 2007) _____________________________________________ _ 54 Fagen Friedman & Fulfrost LLP

cont. Students at the Border SLD: Section 504 Eligibility Eligible under Section 504? Probably not. Unlikely that there is a physical or mental impairment – Earned average grades – Failed to show discrepancy between ability and performance Student v. Tracy Joint Unified School District (OAH 2007) _____________________________________________ _ 55 Fagen Friedman & Fulfrost LLP

Students at the Border SLD: Section 504 Eligibility Facts: • Student originally eligible as SLD • Convened IEP meeting to review additional assessments • Student skills commensurate with overall cognitive functioning • Received passing grades • Team concluded no severe discrepancy or processing deficiency • Ineligible under category of SLD Lancaster School District v. Student (OAH 2007) _____________________________________________ _ 56 Fagen Friedman & Fulfrost LLP

cont. Students at the Border SLD: Section 504 Eligibility OAH Ruling: ü Ineligible for IDEA services under eligibility category of SLD Lancaster School District v. Student (OAH 2007) _____________________________________________ _ 57 Fagen Friedman & Fulfrost LLP

cont. Students at the Border SLD: Section 504 Eligibility Eligible under Section 504? Probably not. Unlikely that there is a physical or mental impairment – Earned average grades – Failed to show discrepancy between ability and performance Lancaster School District v. Student (OAH 2007) _____________________________________________ _ 58 Fagen Friedman & Fulfrost LLP

Students at the Border ADD/ADHD: IDEA Eligibility • Student qualifies for IDEA services under “Other Health Impaired” if he/she has: – Limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems, such as attention deficit disorder, or attention deficit hyperactivity disorder, among others, which adversely affects a student’s educational performance • Student requires special education and related services 20 U. S. C. § 1401(3); 34 C. F. R. § 300. 8(c)(9) _____________________________________________ _ 59 Fagen Friedman & Fulfrost LLP

Students at the Border ADD/ADHD: Section 504 Eligibility Two Part Analysis: • Physical or mental impairment – According to OSERS, ADD and ADHD constitute a physical or mental impairment • Must substantially limit a major life activity Office of Special Education and Rehabilitative Services (OSERS 1991) _____________________________________________ _ 60 Fagen Friedman & Fulfrost LLP

Students at the Border ADD/ADHD: Section 504 Eligibility Facts: • In March 2006, parents requested special education assessment due to possible ADD or ADHD • Health assessment did not show impulsive behavior • In class, student showed lack of concentration • Student performed at average academic level • In July 2006, student obtained medical diagnosis of ADHD Santa Monica-Malibu Unified School District (OAH 2006) _____________________________________________ _ 61 Fagen Friedman & Fulfrost LLP

Students at the Border ADD/ADHD: Section 504 Eligibility OAH Ruling: ü Student had ADHD based on medical diagnosis ü However, student ineligible under IDEA because condition did not “adversely affect educational performance” Santa Monica-Malibu Unified School District (OAH 2006) _____________________________________________ _ 62 Fagen Friedman & Fulfrost LLP

cont. Students at the Border ADD/ADHD: Section 504 Eligibility Eligible under Section 504? Probably not. • Due to medical diagnosis, OSERS would consider student to have physical or mental impairment • However, no showing of substantial limitation of a major life activity _____________________________________________ _ 63 Fagen Friedman & Fulfrost LLP

Students at the Border ADD/ADHD: Section 504 Eligibility Facts: • Second grade – – Diagnosed with ADHD Participated in general education setting Assessed for and placed in GATE program Scored average or above on standardized and ability tests • Fourth grade – Earned As, Bs, and Cs Student v. Bonita Unified School District (OAH 2006) _____________________________________________ _ 64 Fagen Friedman & Fulfrost LLP

cont. Students at the Border ADD/ADHD: Section 504 Eligibility Facts: • Fifth grade – Scored “basic” and “proficient” on STAR testing – Earned all As and Bs – Promoted to middle school • Sixth grade – Scored “basic” and “proficient” on STAR testing – Earned a C in English and a D in Social Studies • Seventh grade – Scored “proficient” in STAR testing – Earned all Cs – Parents advised district of ADHD and anxiety disorder _____________________________________________ _ 65 Fagen Friedman & Fulfrost LLP

cont. Students at the Border ADD/ADHD: Section 504 Eligibility OAH Ruling: ü Despite ADHD diagnosis, student ineligible under IDEA ü Failed to show need for special education and related services ü Poor grades were attributed to failure to complete homework, not inability to learn Student v. Bonita Unified School District (OAH 2006) _____________________________________________ _ 66 Fagen Friedman & Fulfrost LLP

Students at the Border ADD/ADHD: Section 504 Eligibility Eligible under Section 504? Possibly. • Student has a physical or mental impairment • Student may be able to show that the ADHD substantially limits a major life activity, such as the ability to “concentrate” or “focus” Student v. Bonita Unified School District (OAH 2006) _____________________________________________ _ 67 Fagen Friedman & Fulfrost LLP

Students at the Borders Physical Disabilities IDEA Eligibility • Qualifying physical disabilities: – Deafness – Hearing impairment – Blindness – Other visual impairments – Orthopedic impairments _____________________________________________ _ 68 Fagen Friedman & Fulfrost LLP

Students at the Borders Physical Disabilities Section 504 Eligibility • Student must have a physical or mental impairment that substantially limits a major life activity – Some physical impairments may not be obvious • Cannot take into account mitigating measures _____________________________________________ _ 69 Fagen Friedman & Fulfrost LLP

Students at the Borders Physical Disabilities Section 504 Discrimination • May not prevent eligible Section 504 student from participating in programs/activities due to inaccessibility to district facilities • Must provide reasonable accommodations to allow student to participate in programs/activities outside of school day 34 C. F. R. §§ 104. 4; 104. 12; 104. 21 _____________________________________________ _ 70 Fagen Friedman & Fulfrost LLP

Students at the Borders Section 504 & IDEA are safety nets. However, the best outcome is when they are not needed! _____________________________________________ _ 71 Fagen Friedman & Fulfrost LLP

Thank you! _____________________________________________ _ 72 Fagen Friedman & Fulfrost LLP