1. Discussion questions
    
2. Terminology & key concepts
    
3. Frequently asked questions by school administrators, educators, parents, and advocates with responses from the U.S. Department of Education, Office of Civil Rights  
    
4. Quick reference for decision making  
     
5. References

• Understand the purpose of Section 504  
   
• Identify who is protected under Section 504  
   
• State what constitutes a limiting major life activity  
   
• Appropriately assess eligibility for Section 504  
   
• Use the appropriate process and documentation for identifying eligibility for Section 504
   

The administrator has a knowledge and understanding of:  

Standard #3: Management

• Knowledge #3 - Operational policies and procedures at the school and district level.   

Standard #5: Acting with Integrity and Fairness and in an Ethical Manner.         

• Knowledge #2 – Values, ethics, and challenges of the diverse school community.   

Standard #6: The Political, Social, Economic, Legal, and Cultural Context.         

• Knowledge #3 – The law as related to education and schooling.       
  
• #5 – Models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling.       
  
• #7 – The dynamics of policy development and advocacy under our democratic political system.

• Are parochial school students eligible for Section 504? Support your response.  
   
• Explain why a student with a diagnosed disability and an Individual Education Plan (IEP) would need a Section 504 if the IEP is effectively developed and implemented?  
   
• Is the evaluation process for Section 504 eligibility different from the one used for IDEAI? If so, explain the differences and relevance.  
   
• Must a student have a disability to be eligible for Section 504 services? Support your response. 
    
• What are the differences between an IEP, a general/regular intervention plan, and a Section 504 plan?  
   
• Are schools mandated to apply standard to students with disabilities, and if so, what are the consequences for schools found in violation?

1. Response to eligibility requirements with special attention given to those which support your decision
    
2. Include any references or resources utilized  
    
3. Note the membership of the multidisciplinary team 
    
4. State the conclusion and actions to be taken by the school
   

• Rate each of the criteria on a scale from 0 to 3 by writing in a number.
   
  • A rating of 0 indicates a criterion that is not addressed at all or that is addressed poorly or inadequately. (If, for certain criteria, the project does not include any work by which it could be assessed, assign a 0 for the applicable rows. Participation, or the amount of work submitted, will be addressed separately from this assessment.)
      
  • A rating of 3 indicates work that provides varied and ample evidence of deep understanding with respect to this criterion. It indicates work that shows careful thought about design, planning, and enactment.
     
• Add up the ratings to obtain a Raw Score.
   
• Convert the Raw Score to an Overall Rating of 1, 2, or 3 using the following rule:
  
  
  • 00 – 07 = 1
     
  • 08 - 14 = 2
     
  • 15 – 20 = 3