Who are they for?

IEP

IEPs are for students with disabilities who require specialized instructional programs individualized to their unique strengths and needs in order to obtain a free and appropriate public education (FAPE).

Students who require IEPs are students who need more than basic accommodations in a general education setting in order to be successful at school. These students require a variety of services and supports in order to learn, which would be included in a specialized program. These specialized programs could include a special day class where a student is in a special education classroom for the entire day or a specific percentage of the day working on functional skills, or even resource room settings where a student spends a period or so a day in an academic support classroom with special education teachers.

504 Plan

504 plans are for students with disabilities who require accommodations in order to successfully participate in general educational settings. Here are some examples of student profiles who would require a 504 Plan:

• Student with visual impairment who requires the accommodation of preferential seating to ensure they are close enough to the board to see
• Student with dyslexia who requires the accommodation of extended time on tests to ensure they have ample time to read and decode
• Student with ADHD who requires the accommodation of an alternative testing environment to ensure they are able to focus without distractions

Students with 504 plans attend general education classes, and are able to access the curriculum with the support of their defined accommodations. The materials and curriculum do not need to be altered in a way that changes the educational outcome in order for these students to meaningfully participate.

How the Documents Differ

A 504 plan contains accommodations to support the student with a disability in their current educational placement. An IEP document contains accommodations to support the student with a disability and a description of an individualized and specialized program to meet their needs. This program includes their:

• Special Education Eligibility and description of how their disability impacts their education

• Individual Transition Plan (for students 16 years and older) with post-secondary goals created from assessments and linked to annual goals

• Present Levels of Performance in a variety of domains including:

  • functional skills
  • pre-academic/academic skills
  • communication development
  • gross motor skills
  • fine motor skills
  • social-emotional skills
  • vocational skills
  • daily living/adaptive skills
  • health

• Special Factors including behavioral supports and assistive technology

• Statewide Assessment results

• Annual goals that are measurable, targeting the student’s deficits described in their Present Levels of Performance, and linked to their Individual Transition Plan post-secondary goals

• Offer of FAPE: Free and Appropriate Education

  • Related Services
  • Supplemental Aids and Supports
  • Educational Setting

• IEP Meeting Notes containing important information, discussions, and parent concerns

• Emergency Procedures Plan (in the case of a disaster restricting school accessibility such as COVID-19)

IEPs are updated and reviewed annually at the Plan Review IEP meeting, and special education eligibility is redetermined through assessments every 3 years and discussed at the Triennial Eligibility Evaluation IEP meeting. 504 plans are not renewed annually, but are reviewed and/or updated periodically (typically every 3 years) or upon parent request.