Special Education

This page provides an overview of Special Education services within PPS. There is an overview and links to more information on Individualized Education Programs (IEPs) and 504 plans. In PPS, IEPs are overseen by the Special Education department, while 504 plans have separate coordinators outside of the Special Education department.

While 504 plans are not considered "Special Education" under the Individuals with Disabilities Education Act (IDEA), 504s are included in this section on the wiki because both provide accommodations for students with disabilities. The two differ in what kinds of disabilities are covered and the services offered. A side-by-side comparison of the two is also available, which may be helpful for a parent who is not sure which service would be better for their child.

Services and Accommodations

Special education programs in PPS start with either an Individualized Education Program (IEP) or 504 Plan. IEPs and 504s have different services included under the plans, and each child has an individual version of one of these plans that will include what accommodations the specific child is eligible for.

If a student is not found to qualify for either, but still would benefit from different educational aids, these may be offered on an informal basis based on conversations with teachers and administrators.

Individualized Education Programs

Main article: Individualized Education Program

IEPs are created for students who need additional support outside what can be/is offered in the standard classroom. PPS has specific guidelines on what modes of education are offered, however these have changed and are changing with the implementation of the Neighborhood Schools Model. Some special programs are moving to or merging with larger standard schools, but separate options with the most intensive individualized support remain available.

504 Plans

Main article: 504 Plan

The PPS 504 guidelines state that the goal of a 504 is to "level the playing field" and supports are implemented to help students in standard classroom environments so they can fully and equally participate in academic activities. Specially designed instruction is not included under 504 plans. These programs have a less stringent evaluation and approval due to their goal of supporting children in their initial environments rather than the transfer from one environment to another. While the Special Education office can help navigate the process of evaluation that may result in a 504, 504 plans have a separate coordinator that is not in the Special Education department.

Evaluation

Main article: Special Education Evaluation

The aspects of evaluation and eligibility determination for special education services depends on the type of plan sought for the student as well as the condition or disability the plan is intended to address. For IEPs, a child must be evaluated for a specific condition or disability that is outlined in IDEA (see Individualized Education Program for more details). For 504s, depending on the condition, the process can be more holistic but also may require a professional evaluation.

Evaluation is generally initiated by the parent and done by the district, though there are some exceptions to this initiation and evaluation can also be done privately.

Eligibility for Program Transfer

Students who initially have 504 plans but qualify for an IEP and need further support from what is offered by their 504 plan can transition from a 504 to an IEP.

Students who are determined to no longer need an IEP may be able to transition to a 504.

Usually a student will have either a 504 or an IEP, not both, though there are some circumstances in which a student may have a 504 for a condition that is diagnosed and separate from the condition that the IEP is for (for instance, a short term medical condition granting some accommodations in the classroom, but an IEP for a learning disability).