Griffin Spalding County School System Section 504 / IEP
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 Individualized Education Plan (IEP)
An IEP is a written plan for each student with a disability that is developed by
educators, parents and others as appropriate.  It describes the necessary special
education and related services that the student needs to benefit from a free,
appropriate, public education (FAPE).
Least Restrictive Environment (LRE)
Students with disabilities are educated to the maximum extent appropriate with
students who are not disabled. Special classes, schooling, or other removal of
students with disabilities from the regular education environment occurs only
if the nature and severity of the disability are such that education in the regular
classes cannot be achieved satisfactorily.
The IEP Team
Student (as appropriate)
Special Education Teacher(s) or Provider
A person who can interpret evaluation results
Others with knowledge of special expertise about the child
Local Educational Agency Representative
Transition Services Agency Representative
School System Representative Regular Education Teacher(s)
Preparing for an IEP Meeting
  • Consider the student’s abilities and skills; academic development, language,
    self-help, behavior, pre-vocational.
  • Gather records that might be helpful.
  • Research and read.
  • Get advice from others who have been to IEP meetings.
  • Write down some things you want to cover.
Typical IEP Meeting Agenda
  • Introduction and review of parent rights
  • Concerns of parent
  • Strengths of the student
  • Present levels of performance
  • Special factors
    • Behavior
    • Limited English
    • Visual impairments
  • Individual goals and objectives
  • Classroom/Program modifications/accommodations
  • Testing/Assessment
    • The Georgia Alternative Assessment (GAA) must be used for all students
      who do not participate in state and district wide assessments.
  • Assisted Technology needs
  • Placement
  • Related Services needs
  • Extended school year
Tips for a Successful IEP Meeting
  • Everyone enter at the same time, seat yourself comfortably.
  • Identify all participants and understand their relationship to the student.
  • Share ideas.
  • Keep the discussion positive.
  • Ask questions.
  • Ask for additional time to review information if needed.
  • Always try to resolve differences within the IEP Team.
After the IEP Meeting
  • Write down your thoughts about the IEP and the process. Keep them with your
    copy of the IEP.
  • Stay in touch with school personnel.
  • Visit the student’s class.
  • Be supportive. Consider volunteering in the classroom or elsewhere at the school.
  • Remember that you may request an IEP meeting at any time during the year.
  • The student’s IEP must be reviewed at least once per year to determine whether
the annual goals have been achieved and to revise the IEP if necessary.

Section 504

Section 504 is a programs that requires a school to provide equal access and equal opportunity to qualified persons with a physical or mental disability that substantially limits one or more major life activities.
Accommodations are practices and procedures in the areas of presentation, response, setting, and scheduling that provide equitable instruction and assessment for students with disabilities. In short, accommodations reduce or eliminate the effects of a student’s disability and do not reduce the learning expectations.
504 Accommodation Plans are created and managed by each school.
Examples of information used to consider 504 and Special Education Eligibility:
  • Physician’s Report
  • Educational Evaluation or Assessment
  • Parent Information
  • Health Care Plans
  • Work Samples and Achievement Data
  • Attendance Reports
Parents or guardians will be invited to participate in all of the student’s SST, Section 504, and Special Education meetings.
A common misperception – A diagnosis from a licensed physician or psychologist does not guarantee special education services. Your student’s educational team reviews all available information to determine if his or her disability requires specialized instruction to make progress to address any deficit areas.
What are Accommodations -  accommodations are alterations that allow for a student’s learning needs but do not lower the level of expectations for the students.
  • Teachers implement accommodations for students with disabilities when they are expected to teach the same level of proficiency as their non-disabled peers. An accommodation that is provided to a student with a disability during assessment should be used routinely during instruction and should ensure that the assessment measures what the student knows and is able to do.
What are Modifications -  modifications are alterations to the instructional process that results in a change in the content or construct being instructed or assessed. Modifications allow for a student’s learning needs that enable him/her to reach a different level of proficiency than his no-disabled peers.