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IEPS and 504s… What’s the Difference?

IEPS and 504s… What’s the Difference? . RtI Team Sarah Kohn, Lynn Burnham, Lana vonTersch and Rita Cuthbertson Denver Public Schools March 2013. Information in Folders . Samples copies of… Parents’ Rights Meeting Notices Agendas 504 Report IEP Report. What’s The Difference? . 504

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IEPS and 504s… What’s the Difference?

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  1. IEPS and 504s…What’s the Difference? RtI Team Sarah Kohn, Lynn Burnham, Lana vonTersch and Rita Cuthbertson Denver Public Schools March 2013

  2. Information in Folders • Samples copies of… • Parents’ Rights • Meeting Notices • Agendas • 504 Report • IEP Report

  3. What’s The Difference? • 504 • General Education • Unfunded Mandate • Committee Decision • Disability Driven • Data Driven (formal testing not required) • American Disabilities Act (ADA) • Grade Level Curriculum • Accommodations • Review Meeting • Exited From Services • Report itself minimum 4 pages • IEP • Special Education • Funded Mandate • Committee Decision • Disability Driven • Data Driven (formal testing required in areas of concern) • Parent consent required for testing and placement • Individuals with Disabilities in Education Improvement Act (IDEIA) • Modified Curriculum • Specialized Instruction • Annuals, Triennials, Special Requests • Exited From Services • Report itself minimum 15 pages

  4. 504 Questions • Does the student have an impairment or disability? • Does it impact a major life activity? • Is the disability “substantially” limiting? • Because of the disability, can the student access the curriculum as well as his/her non-disabled peers? • All of this information must be based on a body of evidence

  5. IEP Questions • Has sufficient and appropriate evaluations been completed, documented, and considered to determine the presence of a disability? • Is the student performance due to lack of instruction in reading or math? (attendance) • For the student whose primary language is other than English, is limited English acquisition the primary cause of the learning problems? • Can the student receive reasonable educational benefit from general education alone? • Does the student have a disability as defined in the State Rules for the Administration of the Exceptional Children’s Education Act?

  6. Who Determines 504 Eligibility? • A school team of people knowledgeable about the student, the suspected or diagnosed disability and the possible supports needed • The team varies slightly depending on the student • Core members at William Roberts include: Trich, Sarah, classroom teacher(s), parent(s)

  7. Who Determines IEP Eligibility? • A team of people knowledgeable about the student’s performance, especially in suspected areas of difficulty • REQUIRED members: • Case manager (either SLP or SpEd teacher) • A second SpEd team member (for formal eval years) • Any other SpEd team members providing services • Parents • At least one classroom teacher

  8. IEP Information – Brief Overview • Qualify in one or more of 14 categories • Rigorous data must be collected for qualification (see RtI binder for 1 page descriptions from the beginning of the year) • Each area has very different qualifications • Students who qualify receive specialized instruction in qualification area, accommodations and related services

  9. IEP Information– Brief Overview • Case managers are always Special Education Teachers and/or Speech Language Pathologists • Related Service Providers are School Psychologists, Social Workers, Occupational Therapists and/or Physical Therapists • Each service provider provides specialized services in one or more areas: directly inside the classroom, directly outside the classroom or on a consultative basis (this does not happen often)

  10. 504 Information – Brief Overview • Accommdations are adjustments made in the classroom or school to assist the student in “accessing the curriculum” as adequately as his/her non-disabled peers • Designed in accordance with the impact of the disability • Accommodations do not change the grade level standard, just how the student accesses and demonstrates mastery of the material

  11. 504 Accommodations • Shortened assignments • Extra time on tests/assessments • Read tests aloud • Providing an extra set of books at home • Preferential seating • Planner/organizer • Sensory motor breaks • Allowing a student to use a computer for written assignments • Providing study guides prior to introducing new material • Providing a peer tutor/helper • Accessing technology to produce/submit written work • More frequent verbal prompts • Scribe for a temporary physical disability • Copy of notes

  12. Frequently Asked Questions • Can a student be on an IEP and a 504 plan simultaneously? • How do we “honor” an IEP/504 plan from out of state? • How do you “dismiss” a student from an IEP/504 plan? • If a student does not qualify for Special Education, does he/she then qualify for a 504?

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