iep plan information

  • What is the difference between an IEP and 504 Plan?
  • How is it determined if a child needs an IEP?
  • Who is on an IEP Team?
  • Who should I contact if my child needs an IEP Plan? 


components of an iep

  • Present levels of educational performance
  • Goals
  • Special Education and Related Services
  • Transportation

IEP Plan Information


What is the difference between an iep and 504 plan?

A 504 plan provides accommodations to general education students so that they can access the curriculum. An IEP provides a specialized program of instruction to students who have been identified under the law as having a particular educational disability. An IEP is a written document that outlines the supports and services that the IEP team agrees are required to meet the needs of a specific child, based on her or his disability. A student may require 504 accommodations but not IEP services. For example, if a student has poor vision, she or he may simply need 504 accommodations in the general education setting to see the blackboard or projection screen.

Academics Office

how is it determined if a child needs an iep?

After an adult contacts Child Find or school staff, the school’s IEP team meets to review information about the child. If the team suspects that the child has a disability and may need special education, assessments in all areas related to the suspected disability are recommended. These can usually be completed by staff at the school.

The IEP team reviews written reports of the assessments, which include summaries of how any identified disabilities may affect the child’s progress in school. The IEP team then completes the evaluation (within 60 days of receiving signed permission from the parent/guardian to assess the child or 90 days from the date of receipt of the written referral, whichever comes first). The parent is given a copy of the assessment reports, the evaluation report, and the IEP team meeting summary.

The evaluation report includes a determination of whether 

  • A disability has been identified 
  • Because of the disability, the child requires special education to be successful in the education setting

If both these things have been determined, an IEP is developed.

Academics Office

who is on an iep team?

Typically, the IEP team includes the following:

  • Parent/guardian
  • General education teacher
  • Special education teacher
  • Social worker
  • Psychologist
  • Speech pathologist
  • Nurse/health-related service provider
  • School administrator
  • Outside agency personnel

Academics Office

Who should i contact if I have any questions or concerns?

The IEP chair can answer questions about your child’s IEP and delivery of services. You can also speak with your school principal.

If you do not receive the information you need or you have a concern that isn’t being addressed at the school, please contact the Special Education department in the district’s Academics Office.

Academics Office

Components of an IEP

present levels of educational performance

This includes information about the child’s strengths and needs as determined through evaluations by teachers, parents, and school staff. The evaluations can include observations, written or verbal comments, and assessment results. It the child requires services besides those related to academic needs (e.g., language development, behavior, social skills), these concerns will also be outlined.

Academics Office


The IEP must include measurable goals that can reasonably be accomplished in one year. Goals are based on present levels of educational performance and focus on the child’s needs resulting from the disability. They can be academic, social, or behavioral, or can address other educational needs — but in all cases they should be written to support the child in the general curriculum.

Academics Office

special education and related services

This describes the set of services that will put the IEP into action and how the services will be delivered. Students with disabilities receive services in the “least restrictive environment.” The general education classroom is the preferred setting, but a range of options is available depending on the child’s needs.  

Academics Office


Students may be eligible for transportation services if they   

Academics Office

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