PANTHER PRESS

Dear Ogden Avenue Families,

Many parents have had questions about Section 504 Plans, and I have had the opportunity to engage in the initial evaluation process with several families. To ensure that all families are well-informed, I believe it would be helpful to provide an overview of the process, so that information is below. If you have any questions about 504 Plans, please reach out to me.

Thanks so much.

Sincerely,

Regina Leeberg
Principal

Winter break begins Monday, December 23, 2024, and school resumes on Monday, January 6, 2025.

I am pleased to announce the continuation of the “Rainbows Program” again this year at Ogden School. Rainbows is a weekly support group, led by trained facilitators for children who have experienced a loss as a result of their parents’ separation or divorce, or the death of a close loved one. The Rainbows program consists of 12 sessions that meet during the school lunch/recess hour. This year we will begin our weekly sessions in January and they will wrap up in April. If you are interested in having your child participate in the Rainbows Program, please fill out this Rainbows Program Google Form by Thursday, December 19th.

Sincerely,

Mrs. Katie Oplawski-Sedlacek

Rainbows Coordinator

At Ogden Avenue School, we are committed to ensuring that all students have equitable access to learning and the opportunity to succeed. One way we support students with unique needs is through Section 504 Plans.

What is a Section 504 Plan?
Section 504 is a part of the Rehabilitation Act of 1973, a civil rights law that prohibits discrimination against individuals with disabilities. A 504 Plan is designed to provide accommodations and modifications to ensure students with mental or physical impairments can fully access their education, just like their peers.

Who qualifies for a Section 504 Plan?
A student may qualify for a 504 Plan if they have a physical or mental impairment that substantially limits one or more major life activities. Examples of major life activities include learning, reading, concentrating, walking, eating, seeing, or breathing.

How do we determine if a major life activity is substantially limiting?
To determine whether a student’s impairment is substantially limiting, the school team considers the degree and duration of the limitation compared to most students of the same age. For example:

• A student with ADHD who is unable to sustain attention in class for more than a few minutes, even with frequent redirection, may have a substantial limitation in concentrating.
• A student with dyslexia who consistently reads at a significantly slower pace and with more errors than peers may have a substantial limitation in reading.
• A student with asthma who experiences frequent, severe episodes that interfere with physical activities like PE or walking between classes may have a substantial limitation in breathing.

It's important to note that even if a medical diagnosis is provided, the student must demonstrate a significant limitation in the school environment for a 504 Plan to be considered. If the school environment does not show evidence of substantial limitation—such as consistent challenges in learning, physical activities, or behavior—then the student may not qualify for a 504 Plan.

When a Mental Impairment May Not Be Significantly Impactful
There are cases when a student with a mental impairment, such as anxiety or depression, might not experience a substantial limitation in major life activities. For example:

Test Anxiety

A student with test anxiety might feel nervous before exams but can still complete assignments and tests successfully. The anxiety may only arise during test-taking situations, and the student may use coping strategies, such as relaxation techniques, to manage it. In this case, the anxiety does not interfere with the student's day-to-day functioning or their ability to participate in class or activities, and a 504 Plan might not be necessary.

Situational Depression

A student who has experienced temporary depression due to a challenging life event (such as a family issue or moving to a new school) may show signs of low mood but still attend class regularly, engage in activities, and meet academic expectations. After receiving counseling or support, their condition may improve, and they may return to functioning at their usual level. Since the impairment is temporary and not significantly limiting, a 504 Plan might not be required.

ADHD Symptoms

A student with ADHD might experience occasional challenges with focus or impulse control but can still complete tasks and participate in class activities. If the symptoms do not create significant academic or behavioral barriers—such as not impacting the student's ability to follow instructions or complete assignments—they may not qualify for a 504 Plan. This is particularly true if the student's performance in class is consistent with grade-level expectations.

Social Anxiety

A student with social anxiety might feel uncomfortable participating in class discussions or group activities but can still manage their academic work independently. They might use alternative communication methods (like writing or one-on-one conversations with teachers) to participate when needed. If the anxiety does not significantly interfere with the student's ability to engage with the curriculum or interact with peers, it may not be considered a substantial limitation.

Learning Difficulties Due to Anxiety or Stress

A student who struggles with concentrating in stressful situations due to anxiety might experience occasional lapses in focus during high-pressure times, such as during exams. However, if the student is able to perform well in less stressful situations and their academic performance is overall consistent, their anxiety may not be deemed a substantial limitation. In these cases, while the student may have a diagnosed condition like anxiety or depression, it is important to assess whether the impact on school activities rises to the level of significantly limiting major life activities. If the student is still able to meet academic standards and participate in school without the need for specific accommodations, a 504 Plan may not be necessary.

What types of accommodations are included?
Accommodations vary based on a student’s individual needs and must be supported by evidence that they specifically address the limitation imposed by the disability (within the school setting). For example, if a student with ADHD consistently performs well on tests (without accommodations), we do not demonstrate evidence that extended time or small group testing is necessary for that student. On the other hand, a student with ADHD who struggles to complete assignments within the standard time limit may benefit from extra time to demonstrate their understanding.

Note about Differentiated Instruction
Differentiated instruction and classroom strategies like frequent movement breaks or adjustments to teaching methods are not typically the focus of a 504 Plan, unless they are addressing a significant limitation caused by a disability. Differentiated instruction is part of good teaching practice that supports all students, not just those with disabilities. While such strategies may be helpful for students with disabilities, they are not automatically considered accommodations that require a 504 Plan unless they are designed to address specific, significant limitations related to a student’s disability.

Myth: A medical diagnosis automatically qualifies a student for a 504 Plan.

Fact: While a medical diagnosis may provide helpful information, a 504 Plan is not automatically granted based solely on the diagnosis. The key factor is whether the student's disability substantially limits their ability to perform major life activities, particularly in the school environment​. Even if a diagnosis exists, the student must demonstrate significant limitations in their learning or behavior in the classroom.

Myth: A 504 Plan is the same as an Individualized Education Plan (IEP).

Fact: Although both are designed to support students with disabilities, 504 Plans and IEPs are different. An IEP is more comprehensive, often involving specialized instruction, and is part of the Individuals with Disabilities Education Act (IDEA). A 504 Plan is less formal and provides accommodations to help students access the general education curriculum, without requiring specialized instruction.

Myth: Once a student has a 504 Plan, it lasts forever.

Fact: A 504 Plan is not permanent. It should be reviewed annually to ensure it continues to meet the student's needs as they grow and develop. If the student's disability or needs change, the plan may need to be updated or discontinued

Myth: A 504 Plan gives students unlimited accommodations.

Fact: A 504 Plan provides only the accommodations that are necessary to address a specific limitation caused by the student's disability. The accommodations should be evidence-based and necessary for the student to access the learning environment. For example, extended test time is only provided if the student’s disability significantly affects their ability to complete assignments in the standard time.

Myth: Once a 504 Plan is created, the student has to use all the accommodations listed.

Fact: Not all accommodations listed in a 504 Plan must be used at all times. Accommodations are provided to support the student’s needs, and some may not be needed every day or in every situation. The plan is flexible, and accommodations can be adjusted based on the student’s evolving needs. If some accommodations are no longer necessary, the 504 Plan can be revised or updated​.

Myth: A 504 Plan is the first step before getting an IEP.

Fact: A 504 Plan and an IEP are two separate processes, and a 504 Plan is not a required first step before pursuing an IEP. While both plans serve students with disabilities, they are governed by different laws and have different purposes. An IEP (Individualized Education Plan) is for students who need specialized instruction and services under the Individuals with Disabilities Education Act (IDEA). A 504 Plan is for students whose disabilities substantially limit a major life activity and require accommodations but do not necessarily need specialized instruction. A student can have a 504 Plan without an IEP, and vice versa. If a student with a 504 Plan is not making sufficient progress, or their needs evolve, the school may consider an IEP evaluation. However, the presence of a 504 Plan does not automatically lead to an IEP, nor does having an IEP require that a 504 Plan must be put in place first​

Question: My child has a specific diagnosis, but I do not believe they require a 504 Plan. However, I still want the school to be aware of the diagnosis. What should I do?

Answer: If you believe your child does not need a 504 Plan but still want the school to be aware of their diagnosis, it’s important to communicate with the school team. You can start by informing the school—either through an email or phone call. This helps ensure the school understands your child’s needs and can offer appropriate support if necessary, even if a 504 Plan is not required.

Question: I’m not sure if my child needs a 504 Plan, but it’s a possibility. Who should I contact to discuss this?

Answer: If you’re unsure whether your child needs a 504 Plan, the best first step is to contact Principal Leeberg who handles all initial Section 504 Plan evaluations. (If you have questions about your child's existing 504 Plan, contact the classroom teacher or Assistant Principal Kelsey Brown. Mrs. Brown handles all annual reviews for 504 Plans.

Question: My child has ADHD but has done well and has not demonstrated a need for a 504 Plan while in elementary school, but I’m concerned that their ADHD might cause challenges in junior high next year. Does my child qualify for a 504 Plan now, while they are still in 5th grade?

Answer: To qualify for a 504 Plan, students must demonstrate a substantial need for accommodations based on their current grade level. It is typically better to evaluate the need for a 504 Plan once your child transitions to junior high. This is because the academic demands and classroom environments in junior high are different from elementary school, and the accommodations can be more effectively designed when considering the specific needs of the junior high environment. By assessing your child's needs in this new context, the accommodations will be better aligned with the challenges they are likely to face in junior high, ensuring they receive the right support for success in that setting.

At Ogden Avenue, our Assistant Principal, Kelsey Brown, is responsible for conducting bullying investigations as needed. If you believe your child may be experiencing bullying now or in the future, please submit a report through the OGDEN SAFE SCHOOL TIP LINE.

Understanding the distinction between bullying and other forms of inappropriate behavior can sometimes be challenging. District 102 follows the Illinois State Statute's definition of bullying, which recognizes it as behavior that can take many forms and may be directed at one or more students. Such behavior is considered bullying if it has, or is reasonably predicted to have, one or more of the following effects:

1. Placing a student or students in reasonable fear of harm to their person or property
2. Causing a significantly detrimental impact on a student's physical or mental health
3. Substantially interfering with a student’s academic performance
4. Significantly limiting a student’s ability to participate in or benefit from school services, activities, or privileges

LETTER FROM DISTRICT 102 TO ALL FAMILIES

At District 102, we deeply value the well-being, safety, and emotional growth of each of our students. In our commitment to fostering a safe and positive school environment, we have strengthened our approach to preventing and addressing bullying, intimidation, and harassment. We recognize that harmful behaviors like bullying disrupt a student’s ability to learn, impacting not only those targeted but also the school community as a whole.

Overview of Policy 7:180 - Prevention of and Response to Bullying, Intimidation, and Harassment

Our policy reflects the belief that every student deserves respect and equal access to a supportive learning environment. We have outlined specific protections against bullying based on a variety of characteristics, including race, gender, disability, and other unique attributes. This policy applies to all school settings, including school property, buses, events, and online interactions if they substantially disrupt school operations.

Key Aspects of Policy 7:180

1. Clear Reporting Process and Support: We encourage students and families to report any concerns about bullying, whether they occur on or off school grounds. Students can report directly to a trusted staff member, and we also accept anonymous reports. We want our students to feel confident that their concerns will be taken seriously and handled respectfully. Click here to access each school’s Tip Line List to report a bullying concern at your child’s school.

2. Timely Investigation and Family Notification: Once an incident is reported, we initiate an investigation within 10 school days. To keep families informed, we will reach out to the parents or guardians of all students involved within 24 hours of the report, offering appropriate social and emotional support services. Our staff is here to support all families through this process, ensuring each child feels secure.

3. Commitment to Restorative Measures: We focus on not only addressing incidents of bullying but also on restorative measures that foster accountability and positive behavior. Through counseling, social-emotional learning, and programs tailored to students’ needs, we help students understand the impact of their actions and develop skills to build healthy relationships.

4. Ongoing Policy Review and School Culture: We actively review and update this policy, involving feedback from students, staff, and families to ensure it remains effective and responsive to our community’s needs. Our commitment to safety extends beyond disciplinary actions; we aim to foster a culture where all students feel valued, respected, and connected.

Creating a safe school environment is a shared responsibility, and we thank you for partnering with us in promoting kindness, respect, and inclusion. If you have any questions about our policies, processes, or available Creating a safe school environment is a shared responsibility, and we thank you for partnering with us in promoting kindness, respect, and inclusion. If you have any questions about our policies, processes, or available support, please reach out. Together, we can help every student feel safe and supported throughout their school experience.

Sincerely,

Traci Milledge, Assistant Superintendent of Student Services

Afina Lockhart, Director of Equity and Student Services

MARLA'S FUN LUNCH

Ogden Avenue PTC is partnering with "Marla's Lunch" to offer students the chance to enjoy lunch from a local restaurant delivered to Ogden on specified days. A small portion of each fee goes to the Ogden PTC.

NEW TO MARLA'S LUNCH?

1. Visit: marlaslunch.boonli.com (bookmark this page)
2. Click on Create an Account
3. Choose New to Boonli and enter the One-Time School Password: oas424 (case sensitive)
4. Enter your information for account registration and your student’s information for their profile.

DATES:

Sarpino’s Pizzeria - January 9th

Panera Bread - January 23rd

Ledo’s Pizza - February 6th

Milk Money - February 20th

Steak n Shake - March 6th

Pisa Pizza - March 20th

Jimmy John’s - April 10th

Culver’s - April 24th

Bacci Pizza & Pasta - May 8th

Noodles & Co - May 22nd

PTC MEMBERSHIP DUES

Ogden's PTC has been actively working to support our teachers and students this year, and we've got some exciting plans on the horizon, including art enrichment programming, author visits, field trips, and more. You might not know this, but the PTC also assists our teachers by fulfilling their wish lists and they have purchased a birthday book for each and every Ogden Avenue Panther.

Your contribution to the PTC dues, which you can conveniently pay HERE, goes a long way. We primarily collect these funds in August and September to cover essential expenses like communication platforms, family events, and curriculum enhancements for our children. While the payment calculator is there as a guide, any contribution, regardless of its size, is greatly appreciated. You have the option to make your total contribution all at once. Your support truly strengthens our school community!