Live Seminar

504 Plan Legal Essentials



Wednesday, May 23, 2018


9:00 AM - 4:30 PM

Product ID#:



Dover Downs Hotel & Casino

1131 N DuPont Hwy

Dover, DE 19903


$339 / Each Additional

Registration Includes Course Book

Credit Information

Continuing Legal Education

  • DE CLE - 6.00


  • IACET - 0.60

Program Description

Essential Section 504 Plan How-to's

Do you know the difference between a 504 Plan and an IEP? Do you know who is eligible? Are you confident on how to implement and review 504 Plans? We surveyed school administrators, counselors, special education teachers and attorneys across the United States, asking them what they would like to learn. The answers that we received were compiled together to create this comprehensive program that gets to the heart of 504 essentials! Get your questions answered in this practical, full-day program that is jam-packed with real-life examples, how-to's and sample scenarios! Don't be left in the dark any longer regarding 504 Plans - register today!

  • Understand the differences among a 504 Plan, IEP, Behavioral Intervention Plan and Individual Health Plan.
  • What do you have to comply with under a 504 Plan? Find out!
  • Who's entitled to protections pursuant to Section 504? Learn who qualifies and who doesn't.
  • Learn the evaluation process, procedures and guidelines AND discover what an inadequate evaluation looks like.
  • Discover how to draft a personalized 504 Plan and what documentation to include.
  • Review 504 Plans gone wrong (and right) AND examine sample 504 portfolio items to include.
  • Find out how to get the understanding, implementation, input and support of all general education staff, school administrators, counselors and special ed teachers!
  • Learn how to reconvene the team when things are not working and what to do when the plan is not effective.
  • Examine common school scenarios and learn how to handle legal problems, including bullying, discipline, and much more.
  • Understand how to provide reasonable accommodations, modifications and services, including accommodating students on travel, field trips and extra-curricular activities.

Who Should Attend

This basic-to-intermediate level program on creating legally compliant 504 plans is for:

  • School Principals and Vice-Principals
  • School Superintendents and Assistant Superintendents
  • School Psychologist
  • School Counselors
  • Special Education Teachers
  • General Education Teachers
  • Attorneys
  • Paralegals

Course Content

  1. Understanding What a Section 504 Plan is and Why It's Needed
  2. How to Determine Eligibility for a 504 Plan
  3. Evaluating Students Under 504 Plans
  4. How to Draft a Personalized 504 Plan (w/ Samples) - AND Documentation to Include
  5. Implementing and Review of the Plan
  6. Common School Scenarios: Handling Legal Problems (w/Examples)
  7. Providing Accommodations, Modifications and Services (w/Real-World Examples)

Continuing Education Credit

Continuing Legal Education – CLE: 6.00

International Association for Continuing Education Training – IACET: 0.60

* denotes specialty credits

Agenda / Content Covered

  1. Understanding What a Section 504 Plan is and Why It's Needed
    9:00 - 10:00, Caitlin McAndrews
    1. What is a 504 Plan? Why is One Necessary?
    2. Brief History of How 504 Law has Been Expanded Over Recent Years
    3. What's Considered a Disability? (ADHD? Anxiety? Allergies? Diabetes? Dyslexia?)
    4. Interplay Between IDEA, ADA and Title VI
    5. 504 Plan vs. IEP vs. Behavioral Intervention Plan vs. Individual Health Plan (w/Samples)
      1. Differences and Overlap
      2. Individuals Involved
      3. Meeting Requirements
      4. Process and Procedures
    6. School Initiated Plan vs. Medically Initiated Plan
    7. Determining Which Plan the Child Needs
    8. Compliance, Noncompliance and Enforcement of 504 Plans
  2. How to Determine Eligibility for a 504 Plan
    10:15 - 11:00, Caitlin McAndrews
    1. Confirming the Existence of a Physical or Mental Impairment
    2. Is a Diagnosis Enough for Eligibility?
    3. De-complicating Child Find Options
    4. Who's Entitled to Protections?
    5. Should a Child w/ a Health Plan Have a 504?
    6. 504 vs. Special Education Eligibility
    7. The Process and Procedures for Eligibility
    8. Who has the Responsibility for Conducting a 504 Eligibility?
  3. Evaluating Students Under 504 Plans
    11:00 - 11:45, Tracey Waldmann
    1. Evaluating Students Under 504 vs. IDEA
    2. Conducting Evaluations Under 504: How, When and Who?
    3. Evaluation Process, Procedures, Guidelines and Sample Forms
    4. What Does an Inadequate Evaluation Look Like?
    5. Expectations of the Family Regarding 504 Plans
  4. How to Draft a Personalized 504 Plan (w/ Samples) - AND Documentation to Include
    11:45 - 12:30, Tracey Waldmann
    1. Who Should Draft the 504 Plan?
    2. What Should a Formal Plan Look Like?
    3. Inconsistent Standards and Documentation
    4. Involving General Education Teachers in the Development of the Plan
    5. Drafting Emergency Health Plans Included in 504 Plans
    6. Review of 504 Plans Gone Wrong (and Right)
    7. Sample 504 Portfolio Items to Include
  5. Implementing and Review of the Plan
    1:30 - 2:30, Tracey Waldmann
    1. Understanding, Implementation, Input and Support of ALL Staff
    2. Training and Responsibilities of ALL Staff
    3. Transitioning From Plan to Plan
    4. Should the Plan be Changed? Is it Working?
    5. Handling Classroom and/or Building Changes
    6. Reconvening the Team When Plan Isn't Working
    7. Dealing with Lack of Follow-Up
    8. Annual Review of the 504 Plan - What's Needed
  6. Common School Scenarios: Handling Legal Problems (w/Examples)
    2:45 - 3:45, Heather M. Hulse
    1. Resistance and/or Lack of Accountability From Administration/Staff
    2. IDEA and 504 Plans
      1. Discipline Scenarios
      2. Issues and Alignment with IDEA
      3. Where Does 504 End and IDEA Continue?
      4. Is an IDEA Evaluation Needed?
      5. Knowing When to Assess
    3. What to do When Language Barriers Exist
    4. Overcoming Perceptions That 504 Plans Don't Have to be Implemented
    5. Manifestation Determination Procedures Under Section 504
    6. Addressing Bullying Concerns
    7. High-Functioning Students With Disabilities
    8. Best Practices on 504 Plans in Private Schools (w/Examples)
    9. Medicine Issues and Involving a School Nurse
    10. Situations That Have Been Litigated Through a Hearing Officer or the Judicial System
  7. Providing Accommodations, Modifications and Services (w/Real-World Examples)
    3:45 - 4:30, Heather M. Hulse
    1. What Services can be Included in a 504 Plan? Short vs. Long Term Services Needed
    2. Determining Appropriate Accommodations
    3. Who Implements the Accommodation? Parent? Student? School?
    4. Providing Accommodations on a Plan Which can Actually be Implemented
    5. Accommodating Students on Travel, Field Trips and Extra-Curricular Activities
    6. Uniformity of Accommodations Across Schools/Teams Within Same District
    7. Implementing "Outside the Box" Accommodations
    8. Appropriately Countering Recommendations From Outside Physicians/Therapists
    9. Consistent Application of the Accommodations: What to do When the Teacher is Absent or There are Changes in the Schedule
    10. When Special Ed Services Aren't Needed but Accommodations Under ADA/504 are

HEATHER M. HULSE is a shareholder with McAndrews Law Offices, P.C., in their Scranton area office where she contributes her diverse educational and professional background. She has been a member of the firm since May of 1999. Ms. Hulse’s practice consists of special education law. With 17 years of experience, she has broad knowledge in the area of special education. In addition, Ms. Hulse’s extensive background in the area of psychology provides her with considerable understanding of students with learning differences. She holds a degree in psychology from West Virginia University, a Master of Arts in general psychology from Marywood University, and she specialized in a dual degree program, earning a Master of Science in clinical psychology from Drexel University and a J.D. degree from Villanova University School of Law. While pursuing her J.D. degree, Ms. Hulse was a student attorney at the Center for Child Advocates in Philadelphia, where she developed a research proposal on measurable outcomes and strategies for child advocacy for children with special education needs. As part of her master's program at Drexel University, Ms. Hulse presented on “Factors Determining the Efficacy of Alternative Education Programs” at the American Psychological Law Society Conference.

CAITLIN MCANDREWS is an attorney with McAndrews Law Offices, P.C., where she concentrates her practice on special education, estate planning, and special needs trusts and planning. She has continuously represented individuals with special needs and their families. Ms. McAndrews presents on special education and disability related topics across multiple states and for national organizations. She is admitted to practice in Delaware, District of Columbia, Virginia and Maryland. Ms. McAndrews earned her B.S.F.S. degree from Georgetown University, earned 30 credits toward her M.S. degree (special education) from Penn State University, and earned her J.D. degree from George Mason University.

TRACEY WALDMANN is an attorney with Raffaele Puppio with a focus in education law and government services. Prior to joining Raffaele Puppio, from 2011 to 2015, Ms. Waldmann held a federal judicial clerkship with the Hon. Noel L. Hillman. While there, she researched and drafted opinions in all areas of federal and state law, including education law, civil rights and contracts. Ms. Waldmann also assisted in settlement conferences, mediation, oral arguments, jury selection, and trials. From 2001 through 2011, she served as a litigation associate attorney in Philadelphia for Schnader Harrison Segal & Lewis LLP, where she defended national aircraft manufacturers and advised clients on federal aviation regulations. Ms. Waldmann also defended clients against Title VII discrimination suits; advised clients on government regulations; and defended clients at administrative hearings, mediation, and at trial. She earned her B.A. degree from Pennsylvania State University, her M.A. degree from Temple University and her J.D. degree from Temple University Beasley School of Law. Ms. Waldmann is a member of the Pennsylvania and New Jersey bars.

Please refer to Continuing Education Credit FAQ for general information about seeking credit for your participation in one of our continuing education programs.

Additionally, our team of credit specialists are here to answer your specific credit-related questions weekdays 7am - 5pm Central:

Phone: 866-240-1890


Accreditation Details:

Continuing Legal Education

DE CLE: 6.00
NBI, Inc. is an accredited sponsor of the Delaware Commission on Continuing Legal Education and recommends this program for 6.0 hours of CLE credit, including 0.0 hour of enhanced ethics.

International Association for Continuing Education Training

N IACET: 0.60
NBI, Inc. is accredited by the International Association for Continuing Education and Training (IACET) and is authorized to issue the IACET CEU. NBI, Inc. is authorized by IACET to offer 0.6 CEUs for this program. At the end of the program, participants must complete a self-assessment in order to receive credit. 100% attendance is required. (Provider #1004558)

Upon completion of this course, attendee will be able to: 1. State what a Section 504 Plan is and why it's needed. 2. State how to determine eligibility. 3. State how to evaluate students under 504 Plans. 4. State two tips for how to draft a personalized 504 Plan. 5. State how to implement and review the plan. 6. State how to handle two common 504 problems. 7. State how to provide accommodations, modifications and services.

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How To Order

Web: Order Now
Call: 800.930.6182
Fax: 715.835.1405
Mail: NBI
P.O. Box 3067
Eau Claire, WI 54702