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The Difference Between IEPs, 504 Plans, and I&RS

Child Study Team (CST

I&RS/504 Committee

I&RS/504 Committee

IEP

504

I&RS

Name of Plan

Individualized Education Plan (IEP)

504 Plan

1&RS Action Plan

What Law / Regulation Applies

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and N.J.A.C. 6A:14

Section 504 of the Rehabilitation Act of 1973

N.J.A.C. 6A:16-8

What It Does

Provides a blueprint or plan for a child’s special education experience at school.

Provides a blueprint or plan for how a child will have access to learning at school.

Provides interventions to assist students who are experiencing learning, behavior, health problems, or any other problem that is interfering with a student’s academic achievement.

Eligibility Requirements


To get an IEP, there are two requirements:

  1. A child has one or more of the 14 learning disabilities listed in IDEIA.

  2. The disability must adversely affect the child’s educational performance and

  3. The student is in need of special education and related services


To get a 504 Plan, there are two requirements:

  1. A child has a medically documented physical or mental impairment.

  2. The impairment must substantially limit one or more major life activities, and there is evidence to support it in the school setting

No eligibility requirements – The overall process begins when a staff member or parent concludes that he or she needs assistance with a learning, behavior or health problem

occurring with a student in the general education program.

What Does the Plan Provide?


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


Provide students with disabilities appropriate educational services designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met.


Provides suggestions to the teacher to accommodate and enhance a child’s functioning in school.


Plan Goal


To identify specially designed instruction and specific goals and objectives for a one year period.


To support students’ individualized needs by adjusting requirements and expectations that enable the student to successfully participate in the general education setting.


To support students in achieving success within the general education setting.


Who Participates on the Team


  • The child’s parent

  • The child (for older students)

  • At least one of the child’s general education teachers

  • At least one special education teacher

  • Child Study Team member who can interpret evaluation results

  • Case Manager

  • Related Service Providers

  • The child’s parent

  • A general education teacher

  • At least one member of the Child Study Team (CST)

  • School Administrator

  • The child’s parent

  • The person requesting assistance (typically the child’s HR teacher)

  • At least one other general education teacher

  • Intervention specialist

  • At least one member of the Child Study Team (CST)

  • School Administrator

  • Additional ad hoc school staff, as needed

 The child’s parent

  • A general education teacher

  • At least one member of the Child Study Team (CST)

  • School Administrator


  • The child’s parent

  • The person requesting assistance (typically the child’s HR teacher)

  • At least one other general education teacher

  • Intervention specialist

  • At least one member of the Child Study Team (CST)

  • School Administrator

  • Additional ad hoc school staff, as needed

What’s In The Plan?


The IEP sets learning goals for a child and describes the services the school will give to the student.   An IEP must include:

  • 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 – this may include special education, related, supplementary and extended school year services

  • The timing of services – when they start, how often they occur and how long they last

  • Any accommodations – changes to 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

There is no standard 504 plan.  Unlike an IEP, a 504 plan does not have to be a written document.

 

A 504 plan generally includes the following:

  • Specific accommodations, supports or services for a child

  • Name of who will provide each service

  • Name of the person responsible for ensuring the plan is implemented

An I&RS Action Plan identifies supports and strategies to be used for both teachers and students.

 

An I&RS Action Plan generally includes the following:

  • Presenting problem / specific concern

  • Action plan goal / anticipated outcomes (measureable and achieveable)

  • Strategies /activities for achieving the objectives

  • People responsible for implementing / overseeing activities

  • How / when it is to be accomplished

  • Resources needed to accomplish the tasks

  • When the plan will be reviewed

  • Accountability / monitoring strategies

  • Plan follow-up date

How Often It’s Reviewed and Revised

The IEP team must review the IEP at least once a year.

 

The student must be reevaluated every three years to determine whether services are still needed.

The 504 Committee must review the 504 Plan at least once a year.

 

Updated medical documentation must be provided every three years.

The Team typically reviews plans every 6 to 8 weeks.