The SST is a group formed within the school to further examine a student’s academic, behavioral, and social-emotional progress. The SST team can propose interventions for the student. The team usually consists of a teacher, administrator, and support personnel from the school. The student and parent are also a part of the team. It is different than a parent-teacher conference which focuses on improving communication and addressing specific class problems.
The SST meeting provides everyone with an opportunity to share concerns and develop a plan. Either a staff member or parent can make a referral. The interventions agreed upon will vary depending on the child's educational needs.
If your child is struggling in school, the SST team tries to determine if it is due to a specific learning disability or another cause such as impaired vision, social problems, health issues, language barriers, or if other issues are affecting the child’s performance.
If the SST team determines that the child could have a specific learning disability, they may recommend a formal special education evaluation. The student study team may also decide to refer your child for a Section 504 evaluation. Here, your child can also receive modifications. A 504 plan is typically used for a child who has a medical condition and requires accommodations in order to achieve academic success.
If you do NOT agree with the recommendations of the SST team, you still have the right to request a formal special education evaluation. Once a school receives your request, they have 60 days to complete the evaluation.
The "504" in "504 plan" refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary, or post-secondary schooling. "Disability" in this context refers to a "physical or mental impairment which substantially limits one or more major life activities." This can include physical impairments; illnesses or injuries; communicable diseases; chronic conditions like asthma, allergies, and diabetes; and learning problems. A 504 plan spells out the modifications and accommodations that will be needed for these students to have an opportunity to perform at the same level as their peers and might include such things as wheelchair ramps, blood sugar monitoring, an extra set of textbooks, a peanut-free lunch environment, home instruction, extended time on tests, or a tape recorder or keyboard for taking notes.
A 504 plan, which falls under civil-rights law, is an attempt to remove barriers and allow students with disabilities to participate freely; like the Americans With Disabilities Act, it seeks to level the playing field so that those students can safely pursue the same opportunities as everyone else. An IEP, or Individualized Education Plan, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services. Students eligible for an IEP, represent a small subset of all students with disabilities. They generally require more than a level playing field -- they require significant remediation and assistance and are more likely to work on their own level at their own pace even in an inclusive classroom. Only certain classifications of disability are eligible for an IEP, and students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 plan.
Ask your doctor or other professional for a letter stating the diagnosis/disability of your student and bring it to the Counseling Office. Your counselor will then schedule a meeting with you, your student, counselor, and an administrator to begin the process of developing a plan.
1. Parent requests an SST meeting to determine if a 504 Plan is appropriate for the student. Parents may also submit a written diagnosis or condition from a doctor at this time.
2. If a 504 Plan is deemed necessary, the parent and student then meet with their counselor and assistant principal, teachers and/or the health clerk and school psychologist to determine appropriate accommodations.
3. The counselor writes up the 504 Plan and submits it to the parent for approval before sending it out to the teachers electronically.
4. The counselor will send out the 504 Plan to teachers at the beginning of each semester.
5. The parent will be contacted a notice at the beginning of each school year to come in and update the 504 Plan as needed.
6. Students coming to DHS from the middle school must come in at the start of the school year to update the 504 Plan accommodations appropriate for the high school setting.
7. If a student’s condition changes, they may request a meeting to update and alter the current 504 Plan. The counselor will then resend the updated document to the teachers electronically.