Rehabilitation Act of 1973: Section 504 Eligible Students

Program (IEP). It is important that the IEP is current and complete, and that any educational assessments and evaluation reports that support the IEP are also submitted.

All documents are reviewed by the Director of Special Education, and if necessary, a member of the special education staff contacts the family to discuss specific student needs or to clarify the information.

The student’s annual review date is noted, and once enrollment is complete the team begins to schedule IEP meetings, as necessary.

During the School Year At the beginning of the school year, the special education team ensures that teachers have access to the student IEPs. The teachers are made aware of each student’s special learning needs and are given guidance on how to make the necessary program accommodations.

Conducting IEP Meetings The special education team plans and schedules all annual reviews and other IEP-related meetings. They contact families and establish mutually beneficial meeting times. Although typically held virtually, the IEP meetings occur in compliance with all state and federal laws.

Special Education and Related Services According to their IEPs, some students qualify to receive special education and related services. Due to the virtual nature of the school, these services are provided virtually over the internet with real-time conferencing software or through the use of software programs provided to the family for use on school computers. The IEP team ensures the service is provided in compliance with the IEP. The team locates and secures the provider and handles all contracting and financial issues.In order to receive the Specially Designed Instruction as outlined in the IEP, students are to attend all scheduled BOOST sessions to support access and learning in general education.

New Referrals/Child Find Throughout the year, both teachers and Parent(s)/Legal Guardian(s) may detect that a student is having difficulties with learning and they may believe there could be a need for special education assistance. If this is suspected, the teacher will first help the parent/legal guardian implement a series of program accommodations. If those documented strategies fail, he/she will then refer the student to the school’s Student Support Team (SST). This team will meet and suggest additional strategies and considerations, and they will also work to gather more information about the student’s learning history and current academic performance in grade level courses. They may even consult with a member of the special education team. If after all the recommended strategies fail, the SST (along with the parent/legal guardian) will consider referral to the school’s special education team, complying with Child Find. Once the team receives the referral they will begin the process of monitoring academic progress and begin the process of determining if the student is in need of a special education evaluation, an IEP, and

ultimately special education services if determined appropriate through the evaluation and data collection process..

Rehabilitation Act of 1973: Section 504 Eligible Students

Section 504 of the Rehabilitation Act of 1973 (the “Act”), is a federal statute designed to prohibit discrimination and to ensure that disabled students have educational opportunities and benefits comparable to those of non-disabled students. A “Section 504-Eligible Student” is a student who either (a) has, (b) has a record of having, or (c) is regarded as having, a physical or mental impairment that substantially limits a major life activity such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, and performing manual tasks. Section 504 plans are typically written for students who are disabled as defined in Section 504 of the Act, and who require accommodations and modifications to their instructional program (which may include services and/or assistive technology) but who do not require specialized instruction in order to receive a free appropriate public education. When a student enters Oregon Charter Academy with a Section 504 plan developed by his/ her previous school, the School will review the plan and supporting documentation and comply with Section 504 of the Act. The Section 504 team will adopt and implement the plan as is or will propose a revision to the plan if appropriate, due to the nature of the virtual setting. The School requires staff members to be cognizant of the needs of Section 504 students and to ensure that students receive appropriate accommodations. Students with Section 504 plans will have periodic review of their plans and needs through Section 504 team meetings. Please see this page for a complete description of district Section 504 Policy.

Enrollment Requirements Parent(s)/Legal Guardian(s) of students with Section 504 plans seeking to enroll in the School are asked to submit a copy of the Section 504 plan during the enrollment and academic placement process. When a student enters the school with a Section 504 plan developed by a prior school, the school will review the plan and supporting documentation.

During the School Year At the beginning of the school year, the 504 Coordinator ensures that teachers have access to a student’s 504 Plan. The teachers are made aware of each student’s special learning needs and are given guidance on how to make the necessary program accommodations.

Students who have Section 504 plans will participate in the regular education environment, with the use of supplementary aid and services. The regular education teachers (with the support of the Section 504 coordinator and/or special education staff) will implement the provisions of Section 504 plans. A case manager will be assigned to notify teachers about the accommodations and to assist with and monitor implementation of the Section 504 plan.

Reevaluation The School shall establish procedures for periodic reevaluation of students, consistent with the requirements of Section 504. Transitions from primary grades to intermediate grades,