What is the difference between a 504 and an IEP?
Many people, including seasoned educators, are confused about the difference between a 504 and an IEP (Individualized Education Plan). While both provide accommodations to students with disabilities, there is one clear difference between the two. A 504 provides accommodations, but does not provided specialized instruction. An IEP provides both.
Let’s look at a couple of examples:
If a student is diabetic, they might need accommodations allowing them to leave the classroom to get a snack. This is especially important to document for testing purposes. While most teachers don’t have a problem letting a student leave for a snack, many state tests require an accommodation in order to allow the test to be stopped while the student gets a snack. In this example, we’re assuming that the child is on grade level in all subjects and does not need to meet with a service provider for specialized instruction. For that reason, the student would have a 504 documenting the accommodation required, but would not need an IEP.
If a student is significantly below grade level in reading, they would likely need to meet regularly with the special education teacher for specialized reading instruction. They would also need accommodations within the classroom and for testing (i.e. extend time, instructions read to them, etc.). Because they would receive accommodations AND specialized instruction, they would require an IEP.
Things get a little tricky when a student has a diagnosis that may or may not require specialized instruction. ADHD and Autism Spectrum Disorder are two examples. Most students with ADHD or ASD will need accommodations, but not all require specialized instruction. For example, a student with ADHD may need an accommodation for preferential seating in the classroom in order to minimize distractions. If this is enough to allow the student to perform at a level with their peers, then a 504 would be written for the student. If, however, their disability is impacting them so much that they are significantly behind their peers academically, they would require specialized instruction (most likely with the special education teacher) and would therefore need an IEP.
Okay, that was a lot. But it all boils down to one question: Does the student require accommodations AND specialized instruction from a special services provider (special education teacher, speech therapist, occupational therapist, psychologist, etc.). If the answer is no, then the student needs a 504. If the answer is yes, they need an IEP.
The Golden Thread of Special Education
“The Golden Thread” is a term used to describe how the elements of the special education process fit together. Each step builds on the one before it, and when every element is connected, educators are far better equipped to meet the needs of their students.
The Golden Thread is made up of the following components:
Referral The special education process begins with a referral, which can come from parents, school employees, or the student. Educational concerns and relevant data are reviewed to determine whether an evaluation is warranted.
Evaluation Using information gathered during the referral, an evaluation is conducted to determine the student’s academic needs. This evaluation should be comprehensive, drawing on multiple data points, both qualitative and quantitative. Once assessments are complete, an evaluation report is written summarizing the findings.
IEP Using data from the evaluation report, the special education team, which includes school personnel, parents, the student, and any other relevant parties, comes together to develop the IEP. Student goals are created from the evaluation data, and accommodations, services, and service minutes are determined based on what the student needs to achieve those goals.
Service Implementation Once the IEP is written, it must be put into practice. This means sharing the document with everyone involved and making sure it’s fully understood. Assigning clear roles for each goal, accommodation, and service minute is key to ensuring there are no gaps in the student’s services.
Progress Monitoring Throughout the year, progress monitoring should happen frequently to ensure the student is on track to meet their IEP goals. Each year, the IEP is reviewed, and new goals are written based on the student’s current level of performance. Every three years, a new evaluation is completed, with the progress monitoring data serving as a starting point for determining appropriate assessments. From there, the process begins again.
The main point of The Golden Thread is that nothing happens in isolation. The evaluation is grounded in data from the referral. The IEP is written using data from the evaluation. Service implementation is guided by information from the IEP. Every piece is connected to the one before it.