1. Exceptional Children
and the PEP

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

3. 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.

4. 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.

5. 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.

6. 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

7. 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)

8. 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)