Special Education
Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination/harassment on the basis of disability in any program or activity receiving federal financial assistance. The District has specific responsibilities related to the provision of a "free appropriate public education" (FAPE) to school-age individuals with disabilities under Section 504 and the Individuals with Disabilities Education Act (IDEA).
To meet the criteria for Section 504 protections, a child must:
Have a physical or mental impairment which substantially limits one or more major life activities;
Have a record of such impairment; or
Be regarded as having such an impairment.
As a result of the Americans with Disabilities Act Amendments Act (ADAAA), there is a broader application of the definition of disability under the ADA and Section 504. The new law eliminated the consideration of ameliorative effects of mitigating measures when determining whether a student has a disability, though they remain relevant when evaluating students' needs for accommodations/services. This means more students may be eligible for Section 504 nondiscrimination protections whether or not they currently need Section 504 plan accommodations/services.
During the 2013-2014 school year, the Welligent Section 504 Program module was developed to provide increased access to students' Section 504 records. School personnel is required to use the Welligent Section 504 Program module when conducting section 504 activities regarding referral, evaluation, plan development, and follow up, in order to effectively serve, monitor, and track students with disabilities under Section 504. The forms can be accessed by logging into the Welligent System and following the instructions outlined in REF-6241.3 Mandatory Use of the Welligent Section 504 Program Module to Conduct All Section 504 Activities, dated October 17, 2017. The forms are fillable and the information typed into the English forms automatically populate the Spanish forms (Eng./Span.). The Welligent Section 504 Program module presents the Section 504 process as a sequence of four phases; I. Management; II. Evaluation; III. Meeting; and IV. Follow Up.
To reach the District's Section 504 Coordinator, contact the Educational Equity Compliance Office at (213) 241-7682.
To reach the District's ADA Compliance Officer, contact the ADA Compliance Office at (213) 241-5295, or via email at [email protected].
Any agencies/organizations that appear on these webpages do not constitute an endorsement by the Los Angeles Unified School District (LAUSD), Educational Equity Compliance Office (EECO), nor should an exclusion of other websites be considered intentional. Opinions expressed are solely those of the host website and not necessarily those of LAUSD, EECO. Any advertising presented is solely the responsibility of the host website and not LAUSD. Additionally, references, links, products, or services displayed by the websites are not to be considered endorsements by LAUSD.
If you have specific questions regarding your child at Virgil Middle School. Contact Mr. Ortiz by phone (323) 362-2013 or email [email protected]
The essential duties of the Bridge Coordinator:
- Administrator designee for IEP’s
- Review all IEP’s for compliance
- Supervise special education teaching assistants
- Placement
- Monitor
- Provide monthly business and training meetings for TA’s
- Work with teachers to improve TA’s performance
- Placement and monitoring of Itinerant services
- Modified consent Decree Compliance Accountability
- Professional Development and Training for Special Education Teachers
- Monitor training needs and provide targeted assistance to teachers
- Translation of IEPs
- Special Education Articulation with feeder elementary schools
- Train administrators and teachers on how to write middle school IEPs
- Collect and process Elementary IEPs
- Travel to elementary schools to meet with students and teachers
- Transportation Services compliance
- Class placement of Special Education students
- Parent liaison for due process and IEP compliance issues
- Assignment and monitoring of case loads for teachers and itinerants
- Chair the committee for Teaching Assistants
- Supervision of campus during lunch and nutrition
- Collaborate with school psychologist
- Monitor assessment timelines compliance
- Discuss student need and individual case information
- Support and supervise MCD clerk to schedule and follow up with IEP compliance
- Staff Spirit Action Team
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