IEP VS. PEP

What isan IEP?

What is a PEP?

What is

common to

both?

IEP VS. PEP

Mandated byFederal Law

(IDEA).

Developed prior tothe delivery of

special educationand relatedservices.

Subject to dueprocess rights.

Mandated byState Board of

Education.

Developed after astudent has performed

below proficiency.

Not subject to due process rights.

Individualized

Focuses onidentified

needs.

Developed by ateam which

includes parents.

Must reportprogress.

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 Harris7/19/00

Collaboration in the Development of PEPsExceptional 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 PEPsGeneral 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)