Exceptional Children and the PEP.

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Presentation transcript:

Exceptional Children and the PEP

IEP VS. PEP What is common to both? What is an IEP? What is a PEP?

IEP VS. PEP Mandated by Federal Law (IDEA). Mandated by State Board of Education. Individualized Focuses on identified needs. Developed prior to the delivery of special education and related services. Developed after a student has performed below proficiency. Developed by a team which includes parents. Subject to due process rights. Must report progress. Not subject to due process rights.

Relationship 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.

The 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 combined with the IEP, and (2) that the PEP, with the required components of diagnosis, intervention, and monitoring are attached to the IEP as an official addendum.

All 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 Harris 7/19/00

Collaboration in the Development of PEPs Exceptional Children Staff: Provide longitudinal achievement information to the PEP Team Interpret psychological information found in the confidential folder, if needed Share diagnostic information, classroom assessments, preferred learning style, and “whole child” observations Provide a copy of the IEP to the PEP Team and explain component parts (level of performance, goals and objectives, and accommodations and modifications needed)

Collaboration in the Development of PEPs General Education Staff: Seek input from exceptional children staff, as needed, to develop the PEP Monitor PEP implementation to ensure that progress is being made and that appropriate accommodations and modifications are being provided Share PEP “progress reports” with exceptional children staff Mail IEP and PEP progress reports to parents simultaneously, whenever possible (Produced by Chris Jones-Exceptional Children Division)