If data shows lack of progress with classroom-level interventions, a Targeted Student Intervention and Support (TSIS) conference will be held to identify whether additional interventions are needed or if higher level of support is warranted. A TSIS conference is a student-centered collaborative problemsolving model within the school (focuses on intense and in depth individual student focus), after premiminary supports and interventions have been tried and monitored. This is a COLLECTIVE COMMITMENT and we think that all students can learn and all educators want to make a difference. We will work to relentlessly enhance and support student services that will include a comprehensive, multifaceted, and integrated continuum of schoolcommunity interventions for students at Langley. The TSIS plan is a problem-solving and coordinating structure that assists students, families, and teachers to develop positive solutions for maximizing student potential. It provides an opportunity for school staff, family members, community agencies, and other important people to present their concerns about an individual student, and through discussion and study, to plan a positive course of action, assign responsibilities and monitor results for a student/family.
a TSIS conference should be requested by a site intervention team (or parent) that has previously tried other levels of support and interventions for behavior or academic need
a TSIS should be done before Special Education or 504s are discussed as options.
There is an inherent need for strategic and intentional focus on Tier 1 universal screening and progress monitoring within the classroom before implementing a TSIS conference.
Child Find includes the processes and procedures for identifying, locating, and evaluating children, between the ages of 2 and 22, inclusive, who reside within the City of Hampton and are in need of special education services. These procedures are consistent with the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), and Regulations Governing Special Education Programs for Children with Disabilities in Virginia (2009). This process includes gathering and organizing information, determining if evaluations are necessary, and determining the eligibility status regarding the student suspected of having a disability. For more information on the Special Education Process, click here.
If you wish to make a referral, contact the building administrator for the school your student attends.
If your student is enrolled in a private school or receives homeschool instruction, contact the building administrator for the school for which your student is zoned.
If your student is preschool age, contact Janel Jones in the Office of Special Education at +1 (757) 727-2419.
Section 504 covers qualified students with disabilities who attend schools receiving federal financial assistance. 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;
(2) have a record of such an impairment; or
(3) be regarded as having such an impairment.
Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.
What is a physical or mental impairment that substantially limits a major life activity?
The determination of whether a student has a physical or mental impairment that substantially limits a major life activity must be made on the basis of an individual inquiry. The Section 504 regulatory provision at 34 C.F.R. 104.3(j)(2)(i) defines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; 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. The regulatory provision does not set forth an exhaustive list of specific diseases and conditions that may constitute physical or mental impairments because of the difficulty of ensuring the comprehensiveness of such a list.
Major life activities, as defined in the Section 504 regulations (at 34 C.F.R. 104.3(j)(2)(ii)), include functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504. In the Amendments Act, Congress provided additional examples of general activities that are major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. Congress also provided a non-exhaustive list of examples of “major bodily functions” that are major life activities, such as the functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.
The Section 504 regulatory provision, though not as comprehensive as the Amendments Act, is still valid – the Section 504 regulatory provision’s list of examples of major life activities is not exclusive, and an activity or function not specifically listed in the Section 504 regulatory provision can nonetheless be a major life activity.
Once a student is identified as eligible for services under Section 504, is that student always entitled to such services?
Yes, as long as the student remains eligible. The protections of Section 504 extend only to individuals who meet the regulatory definition of a person with a disability. If a recipient school district re-evaluates a student in accordance with the Section 504 regulatory provision at 34 C.F.R. 104.35 and determines that the student's mental or physical impairment no longer substantially limits his/her ability to learn or any other major life activity, the student is no longer eligible for services under Section 504.
What is the process for determining if my student is eligible for a 504 Plan?
Contact the 504 Administrator for the school your child is currently attending.
For more information concerning Student Interventions or the Special Education process, please visit the HCS Special Education webpage.