I&RS and Section 504

Intervention and Referral Services (I&RS) is the primary way which we support teachers and student needs in the general education environment. I&RS is not intended to replace traditional methods or resources for helping students to effectively function in school. It's purpose is to align students' needs with available resources in the classroom.

• A child may be referred to the I&RS committee if he or she is experiencing academic, emotional, and/or behavioral difficulties
• Intervention and Referral Services (I&RS) is a collaborative effort between school personnel and families. The I&RS process actively involves parents or guardians in the development and implementation of plans
• The I&RS team reviews and carefully considers the needs of students who are identified as at risk for learning, behavior, and/or health problems
• The team collects thorough information, evaluates relevant data, and develops and implements action plans which provide appropriate school interventions or referrals
• The I&RS process is ongoing and continues to monitor student progress throughout the year
• If the I&RS process exhausts all of the available school based regular education interventions with minimal success over an extended period of time, other options may be explored

• The I&RS team meets with teachers, parents, and other staff who have made referrals and requested assistance from the team
• Information is collected prior to the meeting to help identify the primary strengths and weaknesses of the student in question
• A specific problem is identified, goals for the intervention period are selected and brainstorming of possible strategies are identified and selected by the teacher
• New action plans are created for new referrals; strategies for the classroom and sometimes the parent or student are identified and actively monitored for successful implementation
• Students previously referred are discussed; collected data is analyzed and progress is reviewed.
• Recommendations are made for changes, if any, to existing Action Plans.
• Decisions to continue, modify or conclude any aspect of the intervention are made
• If the I&RS process exhausts all of the available school based regular education interventions with minimal success over an extended period of time, other options may be explored.

Section 504 of the Rehabilitation Act of 1973 is a civil rights law, enforced by the U.S. Office of Civil Rights, that prohibits discrimination against persons with disabilities and applies to schools (public and private) that receive any federal funds. The law requires school districts to provide qualifying students with accommodations that are meant to "level the playing field". Section 504 accommodations are based on students' individual needs.

• Students may be eligible for a 504 Accommodation Plan if they have a physical or mental impairment that substantially limits one or more major life activities.

• A physical or mental impairment is described as: Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following basic systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genitourinary; hemic and lymphatic; skin and endocrine; or
• Any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and special learning disabilities (34 Code of Federal Regulations, Part 104.3)

• Section 504 defines major life activities as “functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.”
• Section 504 regulations do not define the word “substantially.” The Office of Civil Rights (OCR) directs school districts to make the decision of whether a particular impairment “substantially limits” a major life activity for a student on an individual basis. A physical or mental impairment does not constitute a disability for purposes of Section 504 unless its severity or educational impact is such that it results in a substantial limitation of one or more major life activities.