Live Seminar

IEP and 504 Plan Legal Workshop



Thursday, May 03, 2018


9:00 AM - 4:30 PM

Product ID#:



Fogelman Executive Conference Center

330 Innovation Drive, Suite 211

Memphis, TN 38152


$339 / Each Additional

Registration Includes Course Book

Credit Information

Continuing Legal Education

  • TN CLE - 6.00


  • IACET - 0.60
  • Teacher Education Credit - 6.00

Program Description

Strengthen Your School's IEP and 504 Plan Process and Protect Student Rights

IEPs and 504 plans are essential tools to ensure positive learning outcomes for many students. They also have the potential to cause legal issues for schools if they aren't properly planned and carried out. Join our experienced faculty for this comprehensive overview of legal liabilities in IEPs and 504 plans. Take away valuable information you can use to spot potential issues in your school's IEP and 504 plan process. Register today!

  • Ensure students get the tools they need to succeed by properly determining if they are eligible for an IEP or a 504 plan.
  • Implement legally appropriate 504 plans that ensure a level playing field for eligible students.
  • Conduct IEP meetings that include all the necessary players, and know what to do if someone is unable to attend.
  • Handle situations where an IEP just isn't working and modifications are immediately needed.
  • Create behavioral intervention plans that properly take into account the information contained in functional behavior assessments.
  • Properly protect the legal rights of students with IEPs and 504 plans in situations where discipline codes are broken.

Who Should Attend

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

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

Course Content

  1. IDEA or Section 504? Determining Eligibility Under Both Laws
  2. Developing and Implementing 504 Plans: Ensuring a Level Playing Field
  3. The IEP Development Process: Handling Difficult Issues
  4. Key Considerations for Implementing IEPs
  5. Functional Behavioral Assessments (FBAs), and Behavior Intervention Plans (BIPs): Ensuring Best Practices
  6. Discipline and Expulsion Essentials Under IDEA and Section 504

Continuing Education Credit

Continuing Legal Education – CLE: 6.00

International Association for Continuing Education Training – IACET: 0.60

Teacher Education Credit – Teacher Education Credit: 6.00

* denotes specialty credits

Agenda / Content Covered

  1. IDEA or Section 504? Determining Eligibility Under Both Laws
    9:00 - 10:00, Stephanie Denzel
    1. Section 504
      1. What is a Disability Under Section 504?
      2. Major Life Activities: What do They Encompass?
      3. Substantial Limitations: What is the Bar?
      4. Impairment Determinations: What Can and Can't be Considered?
    2. The IDEA
      1. Eligibility Categories
      2. ADHD and Other Difficult-to-Place Disabilities
      3. Required Need for Specially Designed Instruction
      4. Best Practices for Determining Eligibility
      5. IDEA-Eligible Students With Additional Medical Needs
    3. Handling Disputes With Parents Over Eligibility
  2. Developing and Implementing 504 Plans: Ensuring a Level Playing Field
    10:15 - 11:15, Stephanie Denzel
    1. Eligibility: What Should be Considered
    2. What Accommodations Should and Should Not Do
    3. 504 Accommodations vs. Specially Designed Instruction (and Why it Matters)
    4. Distribution of 504 Plans
    5. Avoiding Modifications
    6. Reviews and Re-Evaluations
    7. 504 Plan Red Flags to Avoid
  3. The IEP Development Process: Handling Difficult Issues
    11:15 - 12:15, Hadley Hindmarsh
    1. IDEA Evaluation Report Essentials
    2. The IEP Meeting: What if Parents Refuse to Come?
    3. Third Party Participation at IEP Meetings: Outside Agencies, Invited Guests etc.
    4. Avoiding Predetermination on IEPs
    5. Parent Recording of IEP Meetings: Can Schools Prohibit it?
    6. Ensuring the IEP Team has all Necessary Members
    7. Creating Measureable IEP Goals and Progress Requirements
    8. Creating a Prudent Paper Trail
  4. Key Considerations for Implementing IEPs
    1:15 - 2:15, Hadley Hindmarsh
    1. Who Should Receive a Copy? What Form Should it be?
    2. Teacher Training: Necessary Requirements to Ensure Successful Implementation
    3. Progress Monitoring, Documentation and Reporting
    4. What to do When IEPs Aren't Working
    5. Mid-Year Revisions
      1. Who Can Make Them?
      2. When Should They be Made?
  5. Functional Behavioral Assessments (FBAs), and Behavior Intervention Plans (BIPs): Ensuring Best Practices
    2:15 - 3:15, Hadley Hindmarsh
    1. What IDEA Says About FBAs and BIPs
    2. Who Should be Involved in the Process?
    3. Meeting Key Evaluation Requirements
    4. How to Use the Information
    5. BIPs and Their Relation to IEPs
    6. Creating BIPs That are Useful for Staff
    7. Crisis Components and BIPs
    8. Behavior Plans and Section 504
    9. Handling Disagreements With Parents
  6. Discipline and Expulsion Essentials Under IDEA and Section 504
    3:30 - 4:30, Hadley Hindmarsh
    1. Providing Services During Disciplinary Removal
    2. How Manifestation Determination Reviews Apply
    3. Protections for Children Not Yet Eligible for Special Education and Related Services
    4. Changes in Placement
      1. Suspensions and the Ten-Day Rule
      2. Legal Rules Governing Removal or Expulsion
      3. Interim Alternative Educational Settings
    5. Other Available Remedies
    6. Multiple Suspensions and Denial of Free Appropriate Public Education

STEPHANIE DENZEL is an associate general counsel for Shelby County Schools where she serves as the primary attorney for the district's special education, Section 504, and related civil rights matters. Her work includes preventive training and advice; representation in state and administrative proceedings and Office of Civil Rights Complaints; and negotiation of settlement, mediation and resolution agreements. Ms. Denzel also provides legal support for the district in a range of other areas, including employment matters, general litigation, district policy and student discipline. Prior to her legal career, she worked as a special education teacher and special education advocate for parents of children with disabilities. Collectively, Ms. Denzel has attended and assisted in dozens of special education and Section 504 meetings and due process or administrative complaint proceedings. She is the author of a law review article regarding the application of the ADA to certain character questions for bar admission and restricted law licenses and co-author of a chapter reviewing child victim interviewing techniques and requirements across the United States. Ms. Denzel holds a B.A. degree in psychology from Simon's Rock College, an M.Ed. degree in special education from George Mason University, a J.D. degree from the University of Michigan, and an M.A. degree in social ecology focusing on developmental psychology and the law from the University of California, Irvine.

HADLEY HINDMARSH is a sole practitioner at The Hindmarsh Law Firm, PA in Rogers, Arkansas. Her practice focuses on family law and ad litem work (representation of children) in custody and visitation cases, adoptions, and guardianships. Since the fall of 2012, Ms. Hindmarsh has represented at-risk youth in juvenile court as a FINS attorney. She has also represented children in school disciplinary proceedings and assisted families in working with local schools to develop, implement and manage IEP and 504 plans for students with special needs. Ms. Hindmarsh is a past member of the Board of Trustees for Northwest Arkansas Community College (June 2010 - October 2012) and is a current member of the Arkansas Bar Association, the Benton County Bar Association and the Family Law Section of the American Bar Association. She earned her B.A. degree from the University of Arkansas and her J.D. degree from the University of Arkansas School of Law.

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

TN CLE: 6.00
This course has been approved by the Tennessee Commission on Continuing Legal Education for a maximum of 6.0 hours of credit, including 0.0 hour of 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, attendees should be able to: 1. Identify when a student is eligible for a 504 plan, but not for an IEP. 2. Describe two 504 plan red flags. 3. Identify what to do if parents refuse to attend an IEP meeting. 4. Describe how to modify an IEP. 5. Identify who should be involved in the FBA process. 6. Describe what services must be provided during a disciplinary removal.

Teacher Education Credit

TN TEC: 6.00
Tennessee credit available with prior district approval.

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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