Strong working knowledge of the differences between an IFSP, IEP, and 504 Plans is important for teachers working with children from birth through age 8

Full Answer Section

Part 2: In-Service Digital Presentation

Slide 1: Title Slide

• Title: Understanding Student Service Plans: IFSP, IEP, and 504 Plans
• Your Name & Affiliation

Slide 2: Introduction

• Briefly introduce the three main student service plans used in K-8 education.
• Briefly explain the importance of understanding each plan type for effectively supporting student needs.

Slide 3: IFSP (Individualized Family Service Plan)

• Purpose: Guide the provision of early intervention services for infants and toddlers with developmental delays or disabilities (birth to age 3). (IDEA Part C) [3]
• Example: A 6-month-old with Down syndrome receives speech therapy, physical therapy, and family support services outlined in their IFSP.
• Law: Individuals with Disabilities Education Act (IDEA) Part C

Slide 4: IEP (Individualized Education Program)

• Purpose: Outline specialized instruction and accommodations to ensure students with disabilities access the general education curriculum (ages 3 to 21). (IDEA Part B) [3]
• Example: A 9-year-old with ADHD receives preferential seating, extended time on tests, and a modified homework schedule in their IEP.
• Law: Individuals with Disabilities Education Act (IDEA) Part B

Slide 5: 504 Plan (Section 504 Rehabilitation Act)

• Purpose: Provide accommodations for students with disabilities who don't qualify for special education but still need support to access learning (any age). (Section 504) [2]
• Example: A 12-year-old student with a peanut allergy has a 504 Plan outlining emergency procedures, access to an EpiPen, and clear communication protocols.
• Law: Section 504 of the Rehabilitation Act of 1973

Slide 6: Eligibility

• Briefly summarize eligibility criteria for each plan type.
• (Consider using a table for clarity).

Slide 7: Plan Development and Implementation

• IFSP: Developed by a team including parents and early intervention specialists. [1]
• IEP: Developed by a team including parents, special education teachers, and general education teachers. [3]
• 504 Plan: Developed by a team including parents, teachers, and a 504 plan coordinator. [2]
  • All plans: Implemented by a team effort between educators, families, and related service providers (if applicable).

Slide 8: Supporting Student Needs

• Each plan provides a framework to address individual student needs and ensure academic success.
• Use specific examples from the scenarios to illustrate this point.

Slide 9: Overlaps and Transitions

• Briefly explain how these plans can overlap and how students may transition between them.
• Example: A toddler with Down syndrome receiving an IFSP may transition to an IEP when they enter kindergarten.

Slide 10-12: Case Studies (Optional)

• Include brief case studies (like the scenarios) to solidify understanding of each plan type.

Slide 13: Conclusion

• Briefly summarize the key takeaways: importance of understanding each plan type, how they serve students, and potential overlaps/transitions.

Slide 14: References

• List all scholarly resources used in APA format.

**Slide 15: Presenter

Sample Solution

Part 1: Scenarios

Scenario 1: IFSP (Individualized Family Service Plan)

• Student: 6-month-old infant with Down syndrome.
• Data: Developmental assessments, medical records, family interviews.
• Timeline: Developed within 6 weeks of diagnosis and reviewed every 6 months or more often as needed.
• Stakeholders: Early intervention specialist, family members, pediatrician.

Scenario 2: IEP (Individualized Education Program)

• Student: 9-year-old student with ADHD who struggles with focus and organization.
• Data: Psychoeducational evaluation, classroom observations, standardized testing.
• Timeline: Developed within 60 days of eligibility determination and reviewed annually.
• Stakeholders: Special education teacher, general education teacher, school psychologist, parents.

Scenario 3: 504 Plan (Section 504 Rehabilitation Act)

• Student: 12-year-old student with a peanut allergy requiring an EpiPen.
• Data: Medical documentation of the allergy, doctor's recommendations.
• Timeline: Developed within a reasonable time of the request for accommodations.
• Stakeholders: School nurse, parents, general education teacher, 504 plan coordinator.