The ‘Program Comparison’

According to the ‘Program Comparison’ information on page 6 of the provided GaDOE link for 504, four components of an Individualized Education Program (IEP) that are not included in a 504 plan are:
Special education services: An IEP provides specific special education services tailored to meet the unique needs of the student. These services can include specialized instruction, related services (such as speech therapy or occupational therapy), and accommodations/modifications.
Goals and objectives: IEPs outline measurable goals and objectives that are designed to address the student’s individual needs and help them make progress in their educational journey.
Progress monitoring: An IEP includes a system for regularly monitoring and assessing the student’s progress towards their goals. This allows for ongoing evaluation of the effectiveness of the educational program and any necessary adjustments.
Transition planning: IEPs incorporate transition planning for students who will be transitioning from one educational setting to another (e.g., from elementary school to middle school or from high school to post-secondary education). This includes goal-setting and preparation for post-school activities such as further education, employment, or independent living.
LRE (Least Restrictive Environment) considerations can change for students moving from one grade level to another or at any time if necessary. LRE is the principle that students with disabilities should be educated to the maximum extent possible with their non-disabled peers, while still receiving appropriate supports and services. The consideration of LRE is an ongoing process that takes into account the unique needs of the student and their ability to access the general education curriculum.

As students progress through different grade levels, their needs may change, and it is essential to reassess their LRE placement accordingly. A change in LRE may be considered if it is determined that the current placement is no longer meeting the student’s needs or if their needs have evolved in a way that requires a different level of support or services. This could involve moving from a fully inclusive classroom to a more specialized setting or vice versa. The decision to change LRE should be based on a thorough evaluation of the student’s abilities, progress, and individualized needs, ensuring that they receive an education that is both appropriate and effective.