IEP, IPEP, Section 504 (ch5)

Individualized Education
Chapter 5
Individualized Programs for
Students with Disabilities
Depending on the circumstances, any
one of three different individualized
plans might be required or
1. IEP (traditional) – includes ADHD
2. Section 504 plan
3. IPEP (Individualized PE Program)
Individualized Family Service Plan – Utilized for
children 0-2 years of age.
Graphical Overview, not including IFSP
1. Individualized
Education Program (IEP)
• Under IDEA, all students with
disabilities (aged 3 to 21) must have
an IEP that outlines the child’s
special education.
• A student MUST be classified by a
credible source to receive an IEP.
• REMEMBER, PE is a direct service
mandated on the IEP’s.
IEPs (continued)
States and local districts may require
additional information, but IDEA
requires eight components for an IEP:
1. Present level of performance
2. Annual goals and short-term objectives
3. Statement of services and
supplementary aids
IEPs (continued)
4. Statement of participation in
general settings
5. Assessment modifications
6. Schedule of services
7. Transition services
8. Procedures for evaluation and
parental report
Scavenger Hunt
– ~10 minutes
– Total # correct
Present Level of
• Present level of academic and functional
• What is functional performance
• Derived from report data, document classroom
performance, parent/student reports,
standardized assessments, observation, CMT and
CAPT results
• CT Mastery Test (Grades 4, 6, 8)
• CT Academic Performance Test (Grade 10)
• Identifies:
• Strengths
• Concerns
• Impact on involvement in general education
Annual Goals and Short-Term
MEASURABLE Annual goals
– Must be aligned with PLP
– Example: “Juanita will improve her
cardiovascular endurance by achieving 15
laps of the 16 meter PACER test.”
Short-term objective
– A specific statement related to AG and
– “Juanita will complete 5 laps of the 16meter PACER test with assistance.”
Statement of Services and
Supplementary Aids
Location where services will be provided
• List special education and related services.
• Speech and audiology services, counseling services, early
identification and assessment, medical services, occupational
therapy, orientation and mobility services, parent counseling
and training, physical therapy, psychological services,
recreation, rehabilitation counseling services, school health
services, social work services in schools, transportation
• List any necessary adapted equipment in
this section.
Statement of Participation
in General Settings
Assumption is made that child
ordinarily will be educated in the
general education program as much
as possible.
List instances when child will not
– May require a rationale
– CT form requires summing of hours
per week in inclusion and special
education settings (pull-out)
Modifications not only for assessment.
– Includes academic, non-academic, and extra-curricular
Accommodations in these areas:
– Materials/books/equipment; tests/quizzes/assessments;
grading; organization; environment; behavioral
interventions and support; instructional strategies;
Example: 16-meter PACER from Brockport
Physical Fitness Test rather than PACER (20m)
In CT, students must take the CMT or CAPT
– Accommodations are permitted and are included in the
Schedule of Services
Frequency, location, duration of all special
education and related services must be
– Includes start and end dates
Example: “Sara will
participate in the
school’s adapted
physical education for
two hours per week
for the entire school
Transition Services
Goal is to successful transition students from
from K-12 education to:
Employment (“internships” often provided)
Post-secondary education (college)
Independent living
Community participation (broad)
Conducted by age 16 (IDEA), usually 15 in CT
Lists course of study, related services, and
assistive technology.
Public education ends at age 21 when a
student “ages out.”
/index.html (for reference only)
Transition includes preparation for physical
activity participation in the community.
– Think about how Peter could be physically active
outside of school.
Procedures for Evaluation
and Parental Report
Parents must be informed of child’s
progress at least as often as parents
of children without disabilities are
– Quarterly
– Report cards
– Others
Sample IEPs
Greenshade, NY
NY State-guide
NY State-IEP only
The IEP Team/Planning and
Placement Team (PPT)
-Requirements Vary by State
• Parents (all efforts made to include)
• At least one regular education teacher (recently
not required by 2004 reauthorization)
• At least one special education teacher *
• School district rep with special ed background *
• Child (where appropriate)
• Others
• PE teacher, school psychologist, physician,
* = required attendee
Who May Access an IEP?
The IDEA stresses that everyone who will be
involved in implementing the IEP must have
access to the documents. This includes the
Regular education teacher(s)
Special education teacher(s)
Direct service teachers (PE, art, etc)
Related service providers (speech therapist,
counselor, etc) or any other service provider who will
be responsible for a part of a child’s education.
– IEP’s are normally stored in a secure location such as
the special education office. You may have to sign a
form in order to view the IEP. Remember,
information listed in the IEP is confidential and
should not be discussed with people who do not
directly impact on the child’s education.
When Parents Don’t Agree with the
School’s Recommendations
The IEP team must reconvene in 10 school
days to address issues
When parents continue to disagree, a
mediation process is initiated at no cost to
the parents
Who Classifies Students as
Having Special Needs
Who Classifies Students as
Having Special Needs
Is there a problem with the current
system of classifying students?
2. 504 Plan
What is a 504 Plan?
• 504 plans provide simple interventions for
students in regular education environments.
Examples of the uses of 504 plans are
interventions such as an allowance for a
"fidget toy" for children with ADHD in the
classroom setting, test modifications, such as
extended time, break time in the middle of
class, and preferential seating. The 504 Plan
is approved or disapproved primarily by the
Principal and sometimes the Special
Education Coordinator at a school.
2. 504 Plan
• A 504 student must have a physical or
mental impairment that limits one or more
major life activities and is not covered by
• HIV and AIDS, alcohol abuse, substance abuse,
asthma, and diabetes.
• No mandated components.
• Not as strong as an IEP
• Viewed more as a “should do” versus a “must do”
• Law itself
• “No otherwise qualified individual…shall, solely by
reason of his or her disability, be excluded from
the participation in, be denied the benefits of, or
be subjected to discrimination under any program
or activity receiving Federal financial assistance”
504 Plan (continued)
• Suggested Committee:
– 2 school professionals familiar with
504 plans are legal documents but
parents often have less input and
there are no mandated periodic
meetings to review progress. None
of the 8 components of an IEP are
3. IPEPs
• Individual Physical Education
• For students who are not disabled but
have unique needs in physical education
(poor motor ability or fitness; obesity,
illnesses or injuries)?
• Not required by any piece of legislation.
• Developed, implemented, and assessed
by the PE teacher.
• Recommended components mirror
the IEP:
– Goals
– STOs
– Placement
– Schedule of services
– Schedule for review
State of CT
manual & forms