504
This microcredential will allow School Social Workers to demonstrate competency with their understanding and implementation of the requirements of Section 504 law and how they support and advocate for students with disabilities.
To earn this microcredential you will collect and submit two sets of evidence demonstrating your effective and consistent implementation of Section 504.
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Respond to questions related to the scenario below to demonstrate your understanding of record keeping and privacy in a school setting.
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Submit supplemental evidence to demonstrate your practice of record keeping and privacy in a school setting.
You will also complete a reflection on your practice of record keeping and privacy in a school setting.
Click on the link above that says “Submit Evidence and Reflection” when you’re ready to get started.
This microcredential is designed for school social workers. The resources listed below are meant to aid you in your learning before submitting the required evidence.
A federal civil rights law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the United States Department of Education (34 CFR Part 104 https://www2.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html). The Office for Civil Rights of the U.S. Department of Education states, "No otherwise qualified individual with a disability in the United States...shall, solely by reason of [their] disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal Financial assistance (34 CFR 104.4(a)).”
Disability:The ADA's current definition of disability means, with respect to a person, “(1) a physical or mental impairment that substantially limits one or more major life activities, (2) a record of such an impairment, or (3) being regarded as having such an impairment (42 USC 12102(1)).”
Accommodations:Changes to a student’s educational environment that remove barriers to learning and help students benefit from their educational program.
Modifications:Modifications change what a student is taught or expected to learn. Notably, they are adjustments to an assignment or a test that changes the standard of what the assignment or test is supposed to measure. The curriculum can be modified to retain specific standards that the student must meet to progress in the curriculum, while allowing for less depth of understanding of the concept. (https://www.psea.org/contentassets/ac6695903bd94d27aa14e85c3a12d90e/504-accommodations-guide.pdf)
Scenario 1: Daniella
Daniella is an African American, 9th grade, female student in general education. She is a native English speaker living in an affluent, urban, predominantly white neighborhood with her foster family. She identifies as straight. She goes to the Church of Jesus Christ of Latter-day Saints with her foster parents, but she didn’t attend church with her biological mom. She doesn’t know her biological father. She has Medicaid, and is a US Citizen.
Daniella (a 9th grader) was previously identified as needing additional support through your school’s Student Support Team (SST). The team has discovered that Daniella has been diagnosed with anxiety and depression and has a significant history of trauma. She is struggling with attendance and is failing almost all of her classes. The SST determined that she might qualify for a 504 Plan to receive accommodations for supporting her learning. She hasn’t responded to interventions and is not eligible for Special Education Services.
After the 504 team determines that Daniella is eligible for a 504 Plan, they hold a meeting with her and her foster parents to discuss possible next steps.
Scenario 2: Simon
Simon is a Caucasian, 7th grade, male student. He receives special education services for a Specific Learning Disability (SLD). He lives in an urban neighborhood with his two parents. He has never been removed from his home for any reason and has not been involved in the Juvenile Justice system. His parents work multiple jobs and struggle to pay all their bills to keep a roof over their heads. While they struggle financially, they do have medical insurance. He is a US citizen and a native English speaker. He has been a member of the Church of Jesus Christ of Latter-day Saints his whole life and he identifies as LGBTQIA. He has no known mental health diagnoses.
Simon has had an IEP since 1st grade. He is currently classified under Specific Learning Disability. He has been making significant progress on his goals on his IEP. At the last IEP review and subsequent testing, the IEP team has determined that he is no longer eligible for Special Education services. The IEP team still believes he could benefit from accommodations.
Simon’s IEP team terminates his IEP and the 504 team determines that Simon is eligible for a 504 Plan. His parents are so excited about his progress on his IEP and appreciate the possibility of continued support. They still see Simon struggling with staying organized with all of his classes, completing his assignments on time, and knowing who and when to ask for help when he’s struggling.
Category: Implementation
Submit the evidence listed below to show your understanding and implementation of the requirements of Section 504 law and how you support and advocate for students with disabilities.
Choose AT LEAST TWO of the following to support your ACTUAL practice of complying with Section 504 requirements:
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Select a specific student’s case and annotate steps from start to finish of the 504 process, including a summary of how the 504 team determined eligibility, completed an evaluation, describe the configuration of the 504 team, how accommodations were determined, and how all teachers were notified of these accommodations. In addition, submit meeting summaries, the student’s 504 plan, and any of their pertinent information with all identifying information redacted.
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Provide actual documentation of the required 6 legal documents needed to implement a 504 plan (with identifying information redacted):
- For each document submitted, include a brief summary of how it was used in creating a 504 plan.
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Submit your district’s Section 504 policy/procedure(s). Describe the eligibility process in your district and describe your role in it.
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From the list of possible major life activities, select at least 4. For each major life activity selected, describe the specific needs related to that life activity. Write a sample accommodation to meet that need. Fill in the attached spreadsheet with the applicable information.
- Caring for oneself
- Learning
- Hearing
- Concentrating
- Communicating
- Bodily functions
- Speaking
- Seeing
Category: Preparation and Planning
Submit the evidence described below to show your effective and consistent implementation of section 504 requirements.
Respond to questions associated with two scenarios to show your effective and consistent implementation of Child Find. You can upload your response or type your response in the box below. If you upload your response, you do not have to type anything in the boxes below. Be sure to describe any platforms, forms, record keeping tools, etc that are applicable to your district.
Choose ONE of the following:
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Upload a video response to the questions identified in the two scenarios provided in the attached file. Your responses should address ALL of the questions outlined in each scenario. Please talk about each scenario separately. You may submit one video with both scenarios discussed or you may submit two separate videos.
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Upload a written response to the questions identified in the two scenarios provided in the attached file. Your responses should address ALL of the questions outlined in each scenario. Please respond to each scenario separately.
Review Criteria
Planning and Implementation Criteria
Criterion 1: The applicant demonstrates their understanding of the purpose of Section 504.
Criterion 2: The applicant demonstrates their understanding of the eligibility criteria for Section 504.
Criterion 3: The applicant demonstrates their role in advocating in the 504 process, including determining eligibility, providing accommodations, and discipline.
Discuss how you plan to enhance your understanding of and compliance with Section 504 in your work with students. Describe how you comply with Section 504 in your role as a School Social Worker. Discuss how your students benefit from understanding of and compliance with Section 504.
Review Criteria
Reflection Criteria
Criterion 1: The applicant identifies at least one way in which they plan to improve their understanding of and compliance with Section 504.
Criterion 2: The applicant identifies at least one way in which they comply with Section 504.
Criterion 3: The applicant identifies at least one way in which the students benefit from their understanding of and compliance with Section 504.
https://www.hhs.gov/sites/default/files/ocr/civilrights/resources/factsheets/504.pdf
https://usbe.midaseducation.com/microcredentials/resource/asset/566c599c-d20e-11ec-ac03-0242ac120004/504%20Fact%20Sheet.pdf
The US Department of Health and Human Services and the Office for Civil Rights created a fact sheet to help inform individuals of their rights under Section 504 of the Rehabilitation Act.
What Is a Section 504 Plan and Does My Student Qualify For One?
https://utahparentcenter.org/wp-content/uploads/2015/10/What-is-Section-504-Updated-2014.pdf#a=
https://usbe.midaseducation.com/microcredentials/resource/asset/b92d30e2-d20e-11ec-a2e7-0242ac120004/What%20is%20a%20Section%20504.pdf
A guide provided by the Utah Parent Center to help parents understand their rights under Section 504 for their child to receive accommodations.
Department of Education 504 Resource Guide
https://www2.ed.gov/about/offices/list/ocr/docs/504-resource-guide-201612.pdf#a=
https://usbe.midaseducation.com/microcredentials/resource/asset/d14d44f0-d20e-11ec-809a-0242ac120004/Parent%20and%20Educator%20Resource%20Guide%20Section%20504.pdf
Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools created by the Department of Education.
USBE 504 Website
https://www.schools.utah.gov/educationalequity/section504?mid=4910&tid=3
Several guides and resources regarding Section 504.
Section 504 Checklist
https://www.schools.utah.gov/file/36ee408d-149c-438a-a70b-eb5535c45854
https://usbe.midaseducation.com/microcredentials/resource/asset/064f02d8-d20f-11ec-9ad0-0242ac120004/Section%20504%20Checklist.pdf
This informal checklist can be used by District Section 504 Coordinators to help determine where additional in-service training may be needed to be in compliance.
IEP vs. Section 504 Plans: Which Is Right for My Child?
https://youtu.be/bwRIrPFBDmA
A recorded webinar hosted by the Utah Parent Center that describes the similarities as well as differences between the IDEA and Section 504. This resource helps parents and teachers plan the most appropriate education for students.
Section 504 Examples of Disabilities and Accommodations
https://www.schools.utah.gov/file/cf14619f-6854-4793-9663-3fb4f9061df8
Examples of Disabilities and Accommodations that are acceptable under Section 504.
Lynette Baird
Christina Bishop-Kollar
Berret Capps
Edward Del Toro
Brett Larsen
Venyce Martinez-Lunceford
Cynthia Ralston
Amber Schiffman
Jennifer Shepherd
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807