"Leveling the Playing Field"
Marion County's Student Assistance Team
Quick Reference Guide Online
FAIR ISN'T ALWAYS EQUAL
This site is a collection of training information gathered by your Student Assistance Team Liaison, Sherry Copley. It is designed to be a summary of the training sessions that I have offered to SAT Contact Persons - a Quick Reference Guide to Student Assistance Teams in Marion County, West Virginia. This information represents a compilation of information I have gathered during trainings, meetings and conversations with other professionals.
or: From marionboe.com, click on "Student and Parents", then "By-laws and Policies"
If a student is identified as disabled under Section 504 and accommodations are needed, the Intervention Assistance Team ("IAT") will complete a Section 504 Plan (Form 2260.01A F13) which will describe the student's disability and will specify the accommodations/modifications/ interventions necessary so that the student's needs are met as adequately as the needs of nondisabled students. The purpose of the plan is to provide the student with equal access to school activities, to remove barriers to educational opportunity, and provide to the degree possible, a level playing field.
The plan will be signed by team members and forwarded to the County office as soon as possible. Copies will also be placed in the student's cumulative folder and distributed to school personnel who work with the student. The Building Compliance Officer will request written permission from the parents to implement the Section 504 Plan. For initial plans, parental consent is required prior to implementation by the County. On subsequent plans, the county may implement a plan without consent from the parent, but a copy of the plan and the Notice of Section 504/ADA Procedural Information and Rights (Form 2260.01A F3) must be sent to the parent.
The designated 504 Case Manager is responsible for:
A. informing staff that the 504 Plan is a legal document
B. writing and distributing the 504 plan
C. encouraging teachers to request a 504 review if they are concerned about or unable to
D. ensuring that reviews of the Section 504 plan are held annually by October 15th and that
The Building Compliance Officer is responsible for:
1. identify the students in his/her building who have had 504 plans in the past and
2. ensuring that the case manager obtains a copy of the previous year's 504 plan and
2. schedule an IAT meeting to review a 504 plan for the student for the new school year
3. forward copies of active 504 plans to the county Compliance Officer by October 15th of
4. distribute updated copies of 504 plans to all of a students' teacher after review by the
Reconvene any IAT meetings to review the 504 plan whenever concerns develop regarding the appropriateness of the plan. This meeting can be initiated by any member of the team, including parents.
Provide a copy of the Notice of Section 504/ADA Procedural Information and Rights (Form 2260.01A F3) any time written results of an IAT meeting are provided to a student's parents.
...periodically pull 504 Accommodation plans and check to see if a particular accommodation is being implemented. Consider a ""case manager"" approach for monitoring implementation of accommodations.
(These issues and questions have been presented to me by teachers, parents or administrators in Marion County. The following is my best attempt at answering your questions and concerns regarding accommodations):
Accommodations in the 504 Plan must be connected to needs resulting from a child's disability. (Students with reading disabilities should have accommodations for issues related to reading, ...)
The purpose of accommodation is not to support a child in achieving optimal success but to eliminate barriers and "level the playing field" or "provide equal opportunity" to disabled persons.
When a child is transitioning to a new school, the feeder school must alert the new school that a 504 plan is in place.
Schools must avoid writing 504 Accommodation Plans based on fear or prediction. Eligibility is present tense. Plans often become more intrusive and extensive when a child is transitioning to the next school level. Plans must be based on current data, but may include a plan to support the child's transition. (LRP Publications. "Don't Base Service Decisions on Predictions of Student Performance", 504 Compliance Advisor. Volume 12, Issue 3: p. 6)
Marion County Schools Policy:
Links to ADHD sites:
ADHD Information Sheets for Parents: