#like even native american is out dated. but my 2nd graders had problems pronouncing the word indigenous

[bandedbulbussnarfblat]

I made a post the other day that mentioned IEPs. So I wanted to make a post as someone who was worked for the american school system, and explain IEPs versus 504s. I double checked by looking online just to make sure I wasn't spreading misinformation. (Or just the way my severely underfunded county did things, bc they cut corners) And I found this site above that gives a great break down. It offers a pdf with a chart that compares the two. There is a video that explains it as well. There's also video, a podcast, and the transcription available here . That link also has a few links to other resources.

I'm going add a quick summary of the most important details below regarding IEPs vs 504s. I'm also to going to add a link for parents/guardians who either don't speak/have limited English. (Unfortunately the pdf is in English, but you could probably put it through a one of online translators and the gist of what it saying.)

Most important differences between an IEP and a 504:

IEP: Is always written. Includes related services and specially designed instruction.

Generally much more in depth.

Requires any changes made to the IEP are given to parents/guardians in writing before the IEP team meets and makes any changes. You are automatically part of your child's IEP team. You have to right to attend these meetings. They will send a letter, by snail mail, telling you of a time and date they would like to meet. (If your kid has a good teacher, they will call and try to find a date that works for you. If not, you can contact the school and request a different day. Most schools are willing to be accommodating.)

Written consent from parents/guardians is required before evaluation and before the IEP is put into affect. HOWEVER, the student has to fall under one the 13 disability categories.

Typically includes modifications of the what the student is expected to know and learn. (For example, if the student has an intellectual disability, their learning goals will be established by the IEP team.)

This doesn't mean the student will not be presented with general education grade level concepts, just that they will be modified to meet the student's capability.

IEPs have annual goals that are measurable. These goals are made by the IEP team, including parents/guardians. (Aka, there is a lot of progress monitoring.)

Usually teachers will send out a progress report every two weeks. However, most teachers send out less formal methods of progress monitoring weekly or daily. Sometimes it's just a chart in a file folder where the teacher will jot a note of anything that the student was doing well with, or anything the were struggling on. Sometimes it's their complete work for the week sent home, excluding anything the teacher is keeping for records.

An IEP team has to include at least one gen ed teacher, one special education teacher (special education is usually called EC these days) a school psychologist/specialist, a district representative, and the parent/guardian of the student.

An IEP team is required to meet at least once a year, and the student is reevaluated at least once every three years. (Typically they are reevaluated and deemed still in need of an IEP. Though there are cases when students (mostly in high school) have received enough support that they no longer feel the need an IEP)

An IEP is a legal agreement. You have the right to sue the hell out of the school system if they fail to meet it.

504s:

Doesn't include specially designed instruction. Is meant to help student remain in general education.

Doesn't have to be a written document. (Though typically most schools do write documents. Bc otherwise they would not be able to keep track of what students need, bc there are so many).

Usually provides accomadations/assistive technology, but not related services of modifications. (Though sometimes these are also provided, especially if a student fails to qualify for an IEP, but still needs services and/or modifications)

Requires a student have a disability that impacts their education

Much easier to obtain than an IEP bc less requirements

No specific set of rules of who is on the student's plan team. Generally includes the parents/guardians, the student's general education teacher, (in the event the student has multiple teachers, the teacher will probably be their 'homeroom' teacher, and/or the teacher(s) of whatever subject/area your student is struggling in) and someone from administration, such as the principal or assistant/vice principal. Hopefully also someone from EC who has been trained to teach students with exceptional needs.

Parent/guardian consent is needed to evaluate the child, but this consent does not have to be written. (Many schools will still send some sort of consent form, bc the school system believes in documenting everything.)

The school has to tell you of any big changes to the plan, but they do not require your consent before starting them. Generally you'll be sent a letter of those changes in the mail. (If your students team is good at their job, they'll contact you before. Like, the teacher will call and say we are planning on starting x thing on y date, or email you if that's your preferred method of contact.)

504s don't track annual progress or create annual goals. (Though usually teachers will keep their own form of progress monitoring, bc a student with a 504 could be reevaluated and found they meet the criteria of an IEP. For that reason, many schools treat 504s as if they IEPs. Some schools suck though.)

For parents/guardians with limited or no English language known.

Most importantly, if you have a language barrier, your school must provide a competent translator/interpreter. They should NOT expect your child to work as translator for you.

And there is a lot of times where the translator isn't available that teachers will ask a bilingual staff member to translate for them. How you feel about that is up to you. A lot of parents don't mind in my area, bc we are severely understaffed when it comes to translators, and they want a quick response. If it's something you absolutely don't want, be sure to tell the school. You don't have to do so verbally; send a letter in your language stating your wishes. The school will find someone to interpret it. Keep a back-up copy for yourself.

Just as a general rule to all parents/guardians, keep documentation of everything the school sends you. You never know when you may need it.