The first one pertains to parents and teachers collaborating to advocate for their learners. They essentially come together and choose the most suitable accommodations to help the student with learning and attentiveness. Both teachers and parents also take the time to analyze what is working well and what changes are needed. In addition, the Section 504 program is also effective on this campus because it ensures students needing services receive applicable tier 1 and tier 2 modified services. This means teachers are working diligently to prevent students needing services from being removed out of the classroom. The program allows learners to be inclusive and they receive all the assistance they need based on the protection of the Section 504 regulations. As a result, the campus has lowered the number of students who would otherwise be referred for special education. Section 504 students must receive their accommodations daily in the classroom. The administrator, RtI coordinator, and 504 specialist monitor this through observations, the teacher’s lesson plans, and during 504 meetings (D. McLemore, personal communication, February 7, …show more content…
The process they uphold to ensure students are receiving the best resources is intriguing. On my campus, I will be sure to incorporate an organized system for students to be identified and receive the appropriate educational and behavioral interventions. In fact, students will be denied their legal and academic right should the school not provide the right support. I also learned that the administrators are extremely involved in the decision-making process concerning the Section 504 population. They oversee the program and make recommendations based on what has been done or what should be done. I also want to be actively involved and delegate the appropriate personnel to make decisions for these students. All students deserve to have compassionate leaders advocating for their educational