Exceptional Children

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.
Not subject to due process rights.
Must report progress.
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
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)

8
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)