Special Education Office Overview

INTRODUCTION TO SECTION 504

Section 504 of the Rehabilitation Act of 1973 is a federal nondiscrimination law designed to protect the rights of students with disabilities in programs and activities that receive federal funds, including public school districts.  

To qualify under Section 504, a student must: 1) have a physical or mental impairment that substantially limits one or more major life activities; 2) have a record of such impairment; or 3) be regarded as having such impairment. Learning is a major life activity.  

Federal regulations require school districts to provide a “free appropriate public education” (FAPE) to District students who are qualified to receive Section 504 services. FAPE consists of regular and/or special education and related aids and services designed to meet the student’s individual educational needs.

NOTICE OF SECTION 504 RIGHTS

Section 504 of the 1973 Rehabilitation Act is a federal nondiscrimination statute that prohibits discrimination because of disability. The Matanuska Susitna Borough School District (MSBSD) does not discriminate because of disability in its educational programs or activities.  

Section 504 requires the District to identify, evaluate, and determine if a student is a qualified individual who requires accommodations to enable access to educational programs and activities. Accommodations are implemented through a Section 504 plan.  

Parents may review the educational records of their students, including any Section 504 records. Review rights and requirements are described in School Board Policy 5125 (Student Records), which is available on the District’s website or at the Superintendent’s office at 501 N Gulkana St., Palmer, AK 99645.  

A parent or guardian who wishes to challenge an action or omission related to the identification, evaluation, or placement of the student may follow the Section 504 Grievance Procedure described below:

SECTION 504 GRIEVANCE PROCEDURE 

Under Board Policy 1312.03, MSBSD shall not discriminate on the basis of disability. MSBSD has adopted an internal grievance procedure providing for prompt and equitable resolution of complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973. Section 504 prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance. 

Any person or guardian who believes they or their child has been subjected to discrimination on the basis of disability, may file a grievance under this procedure. It is unlawful for MSBSD to retaliate against anyone who files a grievance or cooperates in the investigation of a grievance. 

Procedure: 

• Grievances must be submitted to the Section 504 District Coordinator within 90 days of the date the person filing the grievance becomes aware of the alleged discriminatory action. 
• A complaint must be in writing, containing the name and address of the person filing it. The complaint must state the problem or action alleged to be discriminatory and the remedy or relief sought. MSBSD is not allowed to retaliate against anyone who makes a complaint or participates in the investigation of a complaint. 
• The Section 504 District Coordinator (or their designee) shall conduct an investigation of the complaint. This investigation may be informal, but it must be thorough, affording all interested persons an opportunity to submit evidence relevant to the complaint.  
• The Section 504 District Coordinator will issue a written decision on the grievance no later than 30 days after its filing. 
• The person filing the grievance may appeal the decision of the Section 504 District Coordinator by writing to the Special Education Director within 15 days of receiving the Section 504 District Coordinator’s decision. The SEO Director shall issue a written decision in response to the appeal no later than 30 days after its filing. 

The availability and use of this grievance procedure does not prevent a person from filing a complaint of discrimination on the basis of disability with the U. S. Department of Education Office for Civil Rights, 915 Second Avenue, Room 3310, Seattle, WA 98174-1099.

MSBSD will make appropriate arrangements to ensure that disabled persons are provided other accommodations, if needed, to participate in this grievance process. Such arrangements may include, but are not limited to, providing interpreters for the deaf, providing recorded audio of material for the blind, or assuring a barrier-free location for the proceedings. The Section 504 District Coordinator will be responsible for such arrangements. 

Section 504 District Coordinators: section504@matsuk12.us
Section 504 Records Technician: Brenda Nordrum, 907.746.9244

Resource programs provide services to students who have minimal to moderate needs. Students may need support in multiple areas including, but not limited to, academics, behavior, social skills, and/or adaptive skills. Students receive the majority of their instruction in the general education setting with core curriculum.

Intensive Resource programs provide services to students who have moderate to high needs. Typically, intensive resource students experience a significant delay in academic skills and may also require support in behavior, adaptive skills, social skills, and related services. Students may need significant modifications and accommodations to access the general education setting and/or the general education curriculum.

Behavior Support Programs provide services to students with significant social/emotional and behavioral needs who typically require instruction in structured settings. Behavior Support Programs integrate a variety of evidence-based and trauma-sensitive practices to develop prosocial skills related to character education, conflict resolution, problem solving and emotional regulation.

Structured Learning classrooms are highly structured, systematic classrooms that integrate the principles of narrative-based social skills, cognitive-behavioral framework, and other evidence-based practices to teach students with autism who are at, near, or above grade level. Students served by this program typically have mild to significant needs in the areas of social skills, pragmatic language, executive functioning skills, behavior management, and emotional regulation.

RISE (Reaching Independence in Structured Environments) classrooms provide services to students who have moderate to significant cognitive delays and characteristics related to autism. This often includes significant behavioral needs, significant delays in language and communication, and a cognitive impairment or multiple disabilities. RISE classrooms integrate evidence-based practices such as a high rate of reinforcement, behavior analysis, and intensive visual supports. Students typically require total curricular modification or replacement to develop skills related to functional academics, functional communication, social skills, adaptive behavior, and independence.

Educating Students with Visual Impairments:

We provide and adapt all educational materials to meet the student's visual needs and collaborate closely with all teachers and therapists to ensure success within the classroom and community. This may include:

• Braille textbooks and materials
• Tactile graphics and illustrations
• Large print textbooks and materials
• Tactual communication symbols for students with Dual-Sensory Impairments (DSI) or Deaf-Blind

Direct instruction in the nine areas of the Expanded Core Curriculum (ECC) to compensate for loss of vision includes:

• Assistive Technology
• Career Education
• Compensatory, Communication and Literacy Skills (Braille instruction)
• Independent Living Skills
• Orientation and Mobility (O&M)
• Recreation and Leisure
• Self-Determination
• Sensory Efficiency Skills
• Social Interaction Skills

Deaf and Hard of Hearing (DHH) services are provided to students with significant hearing loss who require support from a teacher specializing in deaf and hard of hearing instruction. Teachers have expertise in both American Sign Language and English and use both within their daily instruction. A variety of services and supports are available, including interpreting services, extensive language development instruction (ASL and/or English), and core instruction. A student may receive DHH services in any placement available within the district depending on the student's individual needs.

At the elementary level, we offer D/HH services at Shaw Elementary School. Students are able to access services such as inclusion with same-aged peers, educational interpreting in all settings, and pullout instruction with a D/HH teacher to the Deaf Ed classroom as appropriate to the student's needs and identified by the IEP team. As students approach their transition to middle school, the team begins making plans for the new setting to ensure that the appropriate supports continue to be in place.

At the secondary level, services continue to be individualized based on the student's needs and are typically provided at the student's boundary school but can be provided at other schools as well. The D/HH teacher provides services using an itinerant model, traveling to students at their schools to provide services as defined in the IEP. Educational interpreting is provided as determined by the IEP, along with inclusive and/or pullout services as appropriate.

We believe in:

• Recognizing the unique needs of Deaf and Hard of Hearing students.
• Providing services to allow each child to be successful, effective communicators, and life-long learners.
• Many approaches to the education of Deaf and Hard of Hearing students.
• Many different modalities of communication to learning language (Multi-Modality).
• Research-based best practices to guide our assessment and instruction.
• An essential communication and literacy rich environment.
• Cultural Identity.
• A collaborative team approach between:
  • Parents
  • Deaf education specialists
  • School administrators
  • School psychologists
  • Therapists
  • Audiologists
  • Interpreters

Services Available:

• Child Find:
  • Hearing screenings.
  • Hearing rechecks or referrals to appropriate medical providers.
• IEP or 504:
  • Accommodations and goals when needed.
  • Provide specialized instruction to meet the needs of a Deaf or Hard of Hearing student.
  • Provide Hearing Assistive Technology (HAT) as determined by the IEP or 504. Note - hearing aids are not provided.
  • Access to ASL, Total Communication, or other methods of visual communication that is a best fit for the student.
  • Educational ASL Interpreting Services as defined in the IEP.
• Audiology Services District-Wide
  • Classroom or Health Fair presentations.
  • Follow-up on referrals from school nurses, parents, and staff concerns. Testing done either in the schools or in the MSBSD Audiology Office.
  • Collaborate with private audiologists, physicians, and other professionals that see our students.
• Full diagnostic hearing evaluations by licensed audiologists.
• Sign language interpreters available to students, families, and staff upon request through your child's school.

Parent Resources:

• Deaf Ed Parent Handbook
• ASL Nook

• Deaf Navigator Program

• Tips for Communicating with Someone Who Has Hearing Loss

• Identify the Signs: Hearing Loss in Children

Assistive Technology is a device and/or service that is determined to be educationally necessary for a student to receive a Free and Appropriate Public Education (FAPE). Assistive Technology (AT) tools help students:

• Communicate with teachers and classmates
• Complete classroom assignments
• Participate in school programs and activities

Examples of Assistive Technology: AT tools are commonly described as "low-tech", "mid-tech", or "high-tech". An AT evaluation will determine the type(s) of tools best able to support your student at school.

Types of AT Requests:

• AT Evaluation
• ESY Request
• Fall Request
• Ongoing Support Training Request

Requesting Assistive Technology: If you believe your student needs assistive technology, please follow these steps:

• Start by filling out an AT ticket. (Student Assistive Technology Ticket)
• Once you have filled out the ticket, the AT Specialist assigned to your school will be notified and you will be contacted within 5 school days.
• This ticket will remain open throughout the entire process. If you feel the ticket was closed prematurely, simply respond to the email you received stating the ticket was closed and it will re-open.

Life Skills programs provide intensive services to middle and high school students who have significant needs in multiple areas including a cognitive impairment. Typically, students in life skills programs require individualized care from special education staff throughout the school day to develop functional academic, social, behavioral, prevocational, and independent living skills. They receive instruction in a separate classroom through alternate achievement standards that do not lead to a traditional diploma.

The Mat-Su Day School is an alternative special education only school that offers highly structured behavior, social, and emotional support programming. Students typically have pervasive and intensive behavioral needs that result in safety concerns for themselves and/or others.

Mat-Su Day School

Postsecondary community-based transition programs are for adult students ages 18 - 22 with significant disabilities and cognitive impairments. Application for programs is required, and placement in the program is determined by the IEP team.

• Alaska Special Education Parents’ Guide
• The Intellectual & Developmental Disabilities (IDD) Unit - The Intellectual and Developmental Disabilities (IDD) Unit is responsible for monitoring service providers and supports systems serving individuals who experience intellectual or developmental disabilities. The IDD Unit oversees the following
• Collaborative Assessment Guide for Transition Planning: Families
• Alaska DMV – Information on Alaska Driver’s license or Alaska State Identification
• Alaska Transition Handbook Pathway to adulthood & employment- Information on state resources for transition for families and service providers
• Guardianship in Alaska- A guide to understanding and petitioning for Guardianship of adults with disabilities
• Guardianship background information from the Alaska Court System  Frequently Asked Questions
• Work Study – Informational Brochure
• Career Exploration- AKCIS 360 The Alaska Career Information System is a comprehensive Personal Learning & Career Plans (PLCPs) resource for discovering national and Alaska-specific education and career Opportunities.
• SAT Suite of Assessment- Dates, deadlines, registration, scores, studying and practice
• DVR Division of Vocational Rehabilitation – They help Alaskans with disabilities get and keep good jobs
• Supplemental Security Income (SSI)- provides monthly payments to people with disabilities and older adults who have little or no income or resources.
• Supplemental Security Income (SSI) for Children Children under the age of 18 may qualify for SSI if they meet Social Security’s definition of disability for children and there are limited in come and resources in the household.
• Online Voter Registration- State of Alaska Division of Elections, you must have a valid Alaska Driver’s License or State ID card
• Selective Service System- Federal Law requires nearly all male US citizens, 18 through 25, register with Selective service.
• Project LIFE- Comprehensive, multi-year community-based transition program in which students develop, practice, and strengthen skills that are high predictors of increased adult independence and successful, integrated employment in the community
• Project SEARCH Project SEARCH  is an employment preparation program that takes place entirely at our local hospital Mat-Su Regional Medical Center. Workplace immersion facilitates a seamless combination of classroom instruction, career exploration, and hands-on training through worksite rotations.
• AVTEC -The Alaska Vocational Technical Center (AVTEC) is a vocational training center operated by the State of Alaska as a Division of the Department of Labor and Workforce Development.
• Job Corps – a free training so you can gain the skills you need to be successful.
• Apprenticeship in Alaska -  apprenticeship in Alaska is for apprentices to earn while they learn and employers to grow a tailored, industry-standardized workforce.
• Alaska Job Center - Alaska Jobs Department of Labor & workforce development
• LINKS- Community Parent Resource Center, support and training information and referral and parent to parent connection.
• Peer Power – Advocates for the civil right of people who experience intellectual and/ or Developmental Disabilities
• Special Olympics- Provides year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities.
• Disability Benefits 101 – See how work and benefits go together
• Alaskable plan- Gives those with disabilities the ability to save money for the future.