IEPs and 504s

IEPs vs 504 plans: What’s the difference?

Key takeaways

• An IEP is governed by special education laws

• A 504 plan is governed by civil rights laws

• A 504 plan covers kids with disabilities that do not require specialized instruction

IEPs - jump to…

• Timeline

• IEP Team

• IEP Rights

• Main Components of an IEP

• Examples

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Timeline

1. Referral is made (either by parent, professional, or other school personnel) 603 CMR 28.04(1)

2. Within 5 school days, the district must notify the parent and seek consent for evaluation

3. Within 30 school days of obtaining consent, the a credentialed specialist will evaluation the student 603 CMR 28.05(1)

4. Within 45 schools days of obtaining consent, the IEP Team determines eligibility.

   • Summaries of the assessment, proposed IEP, and proposed placement must be made available to parent AT LEAST 2 days prior to IEP Team Meeting 603 CMR 28.05(1) (guidance: request in writing that this happens in advance)

   • If eligible, the Team will also develop and write the IEP in this same time period

5. Parent has 30 days to approve any part or all of the IEP 603 CMR 28.05(7)

6. IEP Team meets to determine placement

7. Within 30 days of parent consent to IEP and placement, services begin. If a parent only consents to a portion of the IEP, those services will begin immediately while you negotiate the other portions

8. At least annually, the IEP Team meets to review and rewrite the IEP

9. At least every 3 years, a credentialed specialist will reevaluate the student for eligibility

Click to download. Source: ConcordSpedPac.org

IEP Team

20 U.S.C. 1414 d)(1)(B)

• Parent

• At least 1 Special Education Teacher

• At least 1 Regular Education Teacher

• 1 district representative who is

  • Qualified to provide/supervise special education for the student

  • Knowledgeable about the general education curriculum

  • Understands the availability of resources in the district

• 1 person who can interpret the instructional implications of the evaluation results

• Any other individuals who have knowledge or special expertise regarding the student, at the discretion of the parent or district

• The student, whenever appropriate (and after age 14)

IEP Rights

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Components of an IEP

1. Definition of a Disability: The student must have one of 13 qualifying conditions. § 300.8(a). Definitions of each disability located in § 300.8(c)

2. IEP Goals:

3. Service Grid: The grid categorizes services based on WHERE they are delivered (A, B, C options below). Types of services (e.g. Math, OT) will then be divided into one of the delivery grids.

   • A Grid: teacher/provider/parent support, training, or consultations

   • B Grid: student’s services IN the GENERAL education setting

   • C Grid: services OUTSIDE of the general education setting. Typically, school will refer to this as “pull out” services, or services spent with providers in their various other settings

Examples