504 Plan Overview

What is a 504 Plan?

A 504 Plan is a legal document developed to ensure that students with disabilities receive accommodations that will allow them to access their education. It falls under Section 504 of the Rehabilitation Act of 1973, a civil rights law that prohibits discrimination based on disability.

Purpose

The primary purpose of a 504 Plan is to provide students with disabilities with a free and appropriate public education (FAPE) in the least restrictive environment. This means giving them the necessary support to learn alongside their non-disabled peers.

Eligibility Criteria

A student is eligible for a 504 Plan if they:

1. Have a physical or mental impairment.
2. This impairment substantially limits one or more major life activities (e.g., caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, working).

Key Differences: 504 Plan vs. IEP (Individualized Education Program)

Examples of Accommodations (General)

Accommodations vary widely based on individual student needs but often include:

• Preferential seating
• Extended time on assignments or tests
• Adjusted homework loads
• Access to notes or outlines
• Modified test formats
• Movement breaks
• Use of fidget tools
• Quiet work areas

Understanding these fundamentals is crucial for school leaders to effectively support students and staff in implementing 504 plans within a Tier 1 classroom setting.

ADHD & Anxiety: Tier 1 Classroom Accommodations

This list provides practical, Tier 1 accommodations that can be implemented in a general education classroom to support students with ADHD and/or General Anxiety. These strategies benefit all students by creating a more structured, predictable, and supportive learning environment.

Accommodations for ADHD (Attention-Deficit/Hyperactivity Disorder)

These accommodations help students with challenges in attention, impulsivity, and hyperactivity.

• Structured Environment:
  • Clear and consistent daily routines and schedules (visual schedules can be helpful).
  • Minimal clutter and distractions in the learning space.
  • Designated areas for different activities.
• Time Management & Task Completion:
  • Break down large assignments into smaller, manageable steps.
  • Use visual timers to help manage work periods.
  • Provide extended time for completing assignments, tests, or quizzes as needed.
  • Offer checklists or assignment planners to track progress.
  • Allow for brain breaks during extended work periods.
• Engagement & Focus:
  • Preferential seating (e.g., near the teacher, away from distractions, closer to the board).
  • Frequent check-ins and opportunities for active participation (e.g., call on the student, ask them to rephrase instructions).
  • Vary instructional methods (e.g., hands-on activities, group work, individual tasks, movement-based learning).
  • Use non-verbal cues (e.g., a gentle tap on the desk, eye contact, a private signal) to redirect attention.
• Organization:
  • Provide organizational tools (e.g., color-coded folders, binders, digital organizers, assignment notebooks).
  • Help students organize their desks and materials regularly (e.g., a weekly clean-out time).
  • Supply a clear system for turning in assignments and distributing handouts.
• Movement & Sensory Needs:
  • Allow for planned movement breaks during long tasks or lessons (e.g., deliver a message, sharpen pencils).
  • Permit the use of discreet fidget tools (e.g., stress balls, fidget cubes).
  • Offer opportunities to stand while working at their desk or a standing station.

Accommodations for General Anxiety

These accommodations help students manage worry, reduce stress, and feel more secure in the classroom.

• Safe & Supportive Environment:
  • Identify a designated calm-down space or 'refocus zone' within the classroom.
  • Provide opportunities for brief, quiet breaks when needed (e.g., a quick walk to get water, a moment in a quiet corner).
  • Offer a non-verbal signal for students to indicate they need a break or support.
• Communication & Reassurance:
  • Pre-arrange signals for check-ins before presentations or when calling on the student.
  • Provide clear and concise instructions, offering to repeat or rephrase privately if needed.
  • Acknowledge and validate feelings of anxiety, while gently encouraging participation.
• Reduced Pressure & Flexibility:
  • Offer modified assignments or alternative presentation methods (e.g., record a video instead of live).
  • Allow for flexible deadlines when anxiety significantly impacts work completion.
  • Reduce demands for public speaking or provide options for small group sharing instead.
  • Emphasize effort and progress over perfection, providing positive reinforcement for attempts.
• Physical & Sensory Comfort:
  • Allow students to use comfort items (e.g., a small stress ball, a preferred cushion) if non-distracting.
  • Be mindful of sensory input (e.g., loud noises, bright lights) and adjust if possible.
  • Provide access to water or a quick snack if physical symptoms of anxiety are present.

Implementation Scenario Worksheet

Instructions: Read the student profile below. In small groups or individually, discuss how you would implement at least two Tier 1 classroom accommodations. Refer to the ADHD & Anxiety Classroom Accommodations List and consider how you, as a school leader, would support a teacher in this situation.

Student Profile: Alex, 4th Grade

Alex, a 4th grader, has ADHD and General Anxiety. He struggles with completing tasks on time, often gets easily distracted, and becomes very anxious when presenting in front of the class. He frequently erases his work due to perfectionism, leading to unfinished assignments.

Discussion Prompts:

1. Which two specific Tier 1 accommodations would you recommend for Alex to address his ADHD and anxiety in the general education classroom?
   
   
   
   
   
   
2. How would you support Alex's teacher in effectively implementing these accommodations and ensuring consistency?
   
   
   
   
   
   
3. What potential challenges might arise during implementation, and how would you help the teacher address them?
   
   
   
   
   
   

ADHD & Anxiety: Tier 1 Classroom Accommodations (Part 2)

(Continuation of accommodations for General Anxiety)

Accommodations for General Anxiety

These accommodations help students manage worry, reduce stress, and feel more secure in the classroom.

• Safe & Supportive Environment:
  • Identify a designated calm-down space or