Lesson Plan
504 Plan Essentials
School leaders will understand the purpose and key components of 504 plans, specifically tailored for students with ADHD and General Anxiety, and how to implement effective Tier 1 classroom-wide supports.
Understanding 504 plans ensures all students receive appropriate accommodations, fostering an inclusive learning environment and promoting academic and social-emotional success for those with ADHD and General Anxiety.
Audience
School Leaders
Time
30 minutes
Approach
Interactive discussion and presentation of key information.
Materials
- 504 Plan Essentials Slide Deck, - Warm-Up: 504 Snapshot, - Cool-Down: Action Steps, - Discussion Guide: Case Study, - Chart paper or whiteboard, and - Markers
Prep
Review Materials
10 minutes
Review the 504 Plan Essentials Slide Deck, Warm-Up: 504 Snapshot, Cool-Down: Action Steps, and Discussion Guide: Case Study. Familiarize yourself with the content to facilitate a smooth session.
Step 1
Warm-Up: 504 Snapshot
5 minutes
Begin with the Warm-Up: 504 Snapshot to activate prior knowledge and gauge initial understanding of 504 plans. Ask leaders to quickly jot down what comes to mind when they hear '504 plan.'
Step 2
Introduction to 504 Plans
5 minutes
Use the 504 Plan Essentials Slide Deck (Slides 1-3) to introduce the purpose of 504 plans and their legal basis. Emphasize Tier 1, classroom-wide supports.
Step 3
ADHD & General Anxiety: Understanding the Impact
8 minutes
Continue with the 504 Plan Essentials Slide Deck (Slides 4-6) to discuss how ADHD and General Anxiety can impact a student's learning and participation in the general education environment. Provide examples of common challenges.
Step 4
Tier 1 Accommodations & Strategies
7 minutes
Transition to the 504 Plan Essentials Slide Deck (Slides 7-9) to explore practical, classroom-wide accommodations and strategies for students with ADHD and General Anxiety. Encourage leaders to share their own successful strategies.
Step 5
Discussion & Case Study
5 minutes
Facilitate a brief discussion using the Discussion Guide: Case Study. Present a hypothetical scenario and ask leaders to brainstorm appropriate Tier 1 accommodations. Refer back to the content in the 504 Plan Essentials Slide Deck as needed.
Step 6
Cool-Down: Action Steps
5 minutes
Conclude the session with the Cool-Down: Action Steps. Ask leaders to identify one actionable step they will take to reinforce 504 plan implementation within their school.
Slide Deck
504 Plan Essentials: Supporting All Students
Understanding and Implementing Classroom-Wide Supports for ADHD and General Anxiety
For School Leaders: Enhancing Inclusive Practices
Why this matters: Ensuring equitable access and success for every student in our schools. This session focuses on Tier 1, classroom-wide supports that benefit all students, especially those with 504 plans for ADHD and General Anxiety.
Welcome school leaders. Start by asking them what comes to mind when they hear '504 plan.' Briefly acknowledge their responses before diving into the formal introduction. Emphasize the importance of these plans for student success.
What is a 504 Plan?
A Civil Rights Law
- Derived from Section 504 of the Rehabilitation Act of 1973.
- Ensures students with disabilities receive accommodations to access education.
- Protects students who do not qualify for Special Education services under IDEA, but still need support.
Key takeaway: It's about access and equal opportunity, not specialized instruction.
Explain that a 504 plan is a legal document under Section 504 of the Rehabilitation Act of 1973. It ensures that students with disabilities have access to a free and appropriate public education. Highlight that 'disability' in this context is broad and includes conditions that substantially limit one or more major life activities.
504 vs. IDEA/IEP: The Tier 1 Focus
504 Plan
- Accommodations in general education.
- Ensures equal access to learning.
- Focus on removing barriers.
IDEA/IEP
- Specialized instruction and services.
- Significant impact on learning requiring individualized program.
Tier 1 Focus: Many 504 accommodations are effective classroom-wide strategies that benefit all students, creating a more inclusive environment for everyone.
Clarify the distinction between a 504 plan and an IEP (Individualized Education Program). Explain that 504 plans focus on accommodations within the general education setting to level the playing field, whereas IEPs involve specialized instruction and services. Emphasize the focus on 'Tier 1' supports, which are universal strategies benefiting all students.
Understanding ADHD: Impact on Learning
Challenges for students with ADHD:
- Attention: Difficulty sustaining focus, easily distracted.
- Impulsivity: Acting without thinking, interrupting others.
- Hyperactivity: Fidgeting, restlessness, difficulty staying seated.
How this affects learning:
- Difficulty completing tasks.
- Challenges with organization and time management.
- Impact on social interactions.
- Can lead to frustration and decreased self-esteem.
Discuss ADHD (Attention-Deficit/Hyperactivity Disorder). Explain it's a neurodevelopmental disorder affecting attention, impulse control, and hyperactivity. Provide examples of how these symptoms might manifest in a classroom setting (e.g., difficulty staying seated, blurting out answers, challenges with sustained attention during lectures).
Understanding General Anxiety: Impact on Learning
Challenges for students with General Anxiety:
- Excessive Worry: Constant apprehension about schoolwork, social situations, or future events.
- Physical Symptoms: Headaches, stomach aches, fatigue, muscle tension.
- Avoidance: May avoid participating, presenting, or even attending school.
- Difficulty Concentrating: Worry can make it hard to focus on lessons.
How this affects learning:
- Impacts test performance and participation.
- Can lead to social isolation or difficulty forming peer relationships.
- Increased absenteeism.
- Perfectionism and procrastination due to fear of failure.
Introduce General Anxiety. Explain it's characterized by excessive worry about various things, often without a clear cause. Discuss physical symptoms (headaches, stomach aches) and behavioral signs (avoidance, perfectionism, withdrawal) that might appear in school. Explain how anxiety can interfere with a student's ability to learn, participate, and perform.
ADHD & Anxiety: A Combined Impact
It's common for ADHD and anxiety to co-exist.
- ADHD can trigger anxiety: Fear of missing details, forgetting assignments, or not meeting expectations.
- Anxiety can worsen ADHD symptoms: Increased worry can make it even harder to focus and regulate behavior.
Goal: Provide a supportive and structured environment that minimizes triggers and maximizes successful engagement for all students, especially those navigating these challenges.
Summarize the combined impact. Emphasize that these conditions often co-occur and can exacerbate each other. A student with ADHD might become anxious about missing information or turning in incomplete work, while anxiety can make it harder to focus for a student with ADHD.
Tier 1 Accommodations: ADHD
These strategies benefit all students, but are especially crucial for those with ADHD:
- Preferential Seating: Near the teacher, away from distractions.
- Clear Expectations: Post schedules, provide step-by-step instructions.
- Movement Breaks: Short, structured opportunities to move.
- Chunking Assignments: Break larger tasks into smaller, manageable parts.
- Visual Aids: Timers, checklists, graphic organizers.
- Reduce Distractions: Minimize clutter, use quiet work areas when possible.
- Positive Reinforcement: Acknowledge effort and progress.
Begin discussing concrete Tier 1 strategies for ADHD. Provide examples like preferential seating, frequent check-ins, breaking down tasks, and using visual aids. Encourage leaders to think about how these can be applied universally.
Tier 1 Accommodations: General Anxiety
Creating a safe and predictable environment helps all students, particularly those with anxiety:
- Predictable Routines: Clear daily schedules, heads-up for changes.
- Safe Space: A designated calm-down corner or break area.
- Opportunities for Practice: Allow practice runs for presentations or new tasks.
- Explicitly Teach Coping Strategies: Deep breathing, positive self-talk.
- Reassurance and Encouragement: Validate feelings, highlight effort.
- Reduce Pressure: Offer alternative ways to demonstrate knowledge (e.g., oral vs. written).
- Growth Mindset: Emphasize learning from mistakes, not just performance.
Shift to Tier 1 strategies for General Anxiety. Focus on creating a predictable, safe, and supportive environment. Examples include providing clear routines, offering opportunities for practice, teaching coping skills, and promoting a growth mindset. Emphasize that a calm classroom benefits everyone.
The Power of Tier 1 Supports
Implementing these classroom-wide accommodations creates a more inclusive, supportive, and effective learning environment for all students.
As school leaders, you play a vital role in:
- Promoting understanding of 504 plans.
- Encouraging consistent implementation of Tier 1 strategies.
- Fostering a culture of empathy and proactive support.
Together, we empower every student to thrive!
Conclude by reiterating the power of Tier 1 supports. Encourage leaders to foster a school-wide culture of understanding and proactive support. Remind them that consistent implementation makes a huge difference. End with a forward-looking statement.
Warm Up
Warm-Up: 504 Snapshot
Instructions: Take one minute to quickly jot down or brainstorm words, phrases, or ideas that come to mind when you hear the term "504 Plan." No right or wrong answers, just your initial thoughts.
Cool Down
Cool-Down: Action Steps
Instructions: Reflect on today's session. What is one specific, actionable step you will take within your school or classroom to better support students with 504 plans, particularly those with ADHD or General Anxiety, using Tier 1 strategies?
Discussion
Discussion Guide: Case Study
Scenario
Meet Alex, a 7th-grade student.
Alex often seems distracted in class, fidgets constantly, and sometimes blurts out answers without raising his hand. He struggles to start and complete longer assignments, often forgetting what materials he needs. Recently, his teachers have noticed he's been more withdrawn, sometimes complaining of stomach aches before presentations, and his perfectionism is leading to significant delays in submitting work.
His 504 plan identifies both ADHD and General Anxiety.
Discussion Questions
- Based on what we've learned, identify specific behaviors Alex is exhibiting that align with ADHD and General Anxiety.
- What are 2-3 Tier 1 classroom-wide accommodations or strategies that could be implemented to support Alex and other students like him, even before individual 504 plan implementation?
- As school leaders, how can we encourage teachers to consistently implement these Tier 1 strategies for all students, recognizing the benefits for those with 504 plans?
- What role do you see yourself playing in fostering a school culture that proactively addresses the needs of students with ADHD and General Anxiety through universal supports?