IEP

504 Plan

Basic Description

A Plan for a child's special education experience at school.

A plan for how a child will have access to learning at school

What It Does

Provides individualized special education and related services to meet the unique needs of the child.

Provides services and changes to the learning environment to meet the needs of a child as adequately as other students.

What Law Applies

The Individuals with Disabilities Education Act (IDEA): Federal special education law for children with disabilities

Section 504 of the Rehabilitation Act of 1973: Federal civil rights law to stop discrimination against people with disabilities 

Who is Eligible

A child with one or more of the 13 specific disabilities listed in IDEA. Learning and attention issues may qualify. The disability must affect hte child's educational performance and/or ability to learn and benefit from the general education curriculum leading to the need for specialized instruction.

A child with any disability, which can include learning or attention issues. The disability must interfere with the child's ability to learn in a general education classroom.  Section 504 has a broader definition of a disability than IDEA. A child who doesn't qualify for an IEP might still be able to get a 504 plan.

Who Creates the Plan

An IEP is created by an IEP team that must include:

• The child's parent
• At least one of the child's general education teachers
• At least one special education teacher
• School psychologist or other specialist who can interpret evaluation results.
• District rep with authority over special education services.

Less specific than IEP but generally includes:

• The child's parent
• General and special education teachers
• The school principal

What is in the Plan

Sets learning goals for a child and describes the services the school will provide. It's a written document and includes:

• The child's present levels of academic and functional performance.
• Annual education goals for the child and how the school will track progress.
• The services the child will get
• The timing of services (when they start, how often they occur, how long they last)
• Any accommodations (changes the child's learning environment)
• Any modifications (changes to what the child is expected to learn or know)
• How the child will participate in standardized tests
• How the child will be included in general education classes and school activities

No standard 504 plan. Doesn't have to be a written document and generally includes:

• Specific accommodations, supports, or services for the child
• Names of who will provide each service
• Name of the person responsible for ensuring the plan is implemented

How Often It's Reviewed and Revised

The IEP team must review the IEP at least 1x/year

Student must be reevaluated every 3 years to determine whether services are still needed

Generally reviewed each year and a reevaluation is done every 3 years or when needed

Parent Notice

When the school wants to change a child's services or placement, it has to tell parents in writing before (prior written notice). Notice is also required for any IEP meetings and evaluations. 

The school must notify parents about evaluation or a "significant change" in placement. Notice doesn't have to be in writing.

Parent Consent

A parent must consent in writing for the school to evaluate a child. Parents must also consent in writing before the school can provide services in an IEP.

A parent's consent is required for the school district to evaluate a child.