2IEP VS. PEPWhatiscommontoboth?What isan IEP?What isa PEP?
3IEP VS. PEP Mandated by Federal Law (IDEA). Mandated by State Board of Education.IndividualizedFocuses onidentifiedneeds.Developed prior tothe delivery ofspecial educationand relatedservices.Developed after astudent has performedbelow proficiency.Developed by ateam whichincludes parents.Subject to dueprocess rights.Must reportprogress.Not subject to dueprocess rights.
4Relationship of the Personalized Education Plan to the Individualized Education Program The Individualized Education Program (IEP) may not be used as a substitute for the Personalized Education Plan (PEP).The IEP and the PEP are two different documents intended to serve different purposes.The IEP states the special education and related services to be provided to an individual student, and is to be developed prior to special education and related services being provided.
5The PEP is developed after the student has scored below expected proficiency level. If the decision is made to have the PEP combined with the IEP as an attachment, everyone, including the parents, must understand:(1) that the PEP has been combinedwith the IEP, and(2) that the PEP, with the required components of diagnosis, intervention, and monitoring are attached to theIEP as an official addendum.
6All attachments to the IEP would be considered part of the IEP and subject to the federal law and regulations governing the IEP, including due process rights.Combining the PEP with the IEP is a local decision.Lowell Harris7/19/00
7Collaboration in the Development of PEPs Exceptional Children Staff: Provide longitudinal achievement information to the PEP TeamInterpret psychological information found in the confidential folder, if neededShare diagnostic information, classroom assessments, preferred learning style, and “whole child” observationsProvide a copy of the IEP to the PEP Team and explain component parts (level of performance, goals and objectives, and accommodations and modifications needed)
8Collaboration in the Development of PEPs General Education Staff: Seek input from exceptional children staff, as needed, to develop the PEPMonitor PEP implementation to ensure that progress is being made and that appropriate accommodations and modifications are being providedShare PEP “progress reports” with exceptional children staffMail IEP and PEP progress reports to parents simultaneously, whenever possible (Produced by Chris Jones-Exceptional Children Division)