Resources for Families

A "504 plan" may be provided to a student with an impairment or disability to learning that requires specific accommodations to meet their needs within the general education setting, whereas an IEP is an individualized education program that provides specially designed instruction and specialized educational programming to meet the specific needs of a student with a disability.
A Section 504 plan is governed by the Rehabilitation Act of 1973, which makes it illegal to discriminate against people with a disability; whereas an IEP is governed by the Individuals with Disabilities Education Act (1975), and it specifically applies to school-aged students (5-21) in an educational setting.

Which is better for my child: a 504 Plan or an IEP?

There is no direct answer here. School districts are required to provide a "Free and Appropriate Education" for children. This principle ensures that students with disabilities receive a free education that is appropriate for their specific needs and helps them prepare for further education, employment, and independent living.
School districts are required to evaluate and test your child to determine if the disability significantly impedes the education of your child. Once an evaluation is complete, a committee is convened to review the greatest barrier to your child's education and how to appropriately plan and support your child.

What does "Least Restrictive Environment" (LRE) mean?

The goal of special education programming is to promote independence, as appropriate, for students with disabilities. To that end, least restrictive environment (LRE) means that placement of students with disabilities in special classes, separate schools or other removal from the regular educational environment occurs only when the nature or severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved (NYSED.gov).
Students with disabilities have a fundamental right to receive their special education supports in a classroom and setting that, to the maximum extent appropriate, includes students without disabilities.

What if I suspect my child has a disability?

If you suspect your child of having a disability, please contact the Office of Student Support Services at 315-696-6221. We will explain the referral process. Remember that you are not alone in this process and we take a team approach to supporting students with disabilities.
Many times, students struggle socially and emotionally. Children do not necessarily need to have a classified disability to struggle academically; At times, students may feel overwhelmed or in need of support that is not through special education. Our office can guide you to the appropriate next steps and support.

How are students with disabilities classified?

There are 13 classifications of disabilities according to the Individuals with Disabilities Education Act (IDEA)

Autism 2. Deafness 3. Deaf-blindness 4. Hearing impairment

5. Intellectual disabilities 6. Multiple disabilities

7. Orthopedic impairment 8. Other health impairment

9. Severe Emotional Disability 10. Specific learning disability

11. Speech or language impairment 12. Traumatic brain injury

13. Visual impairment, including blindness

IDEA also requires additional procedures when evaluating and determining the existence of a specific learning disability. Students may have a disability that may or may not significantly impair their intellectual or educational ability, so the Committee on Special Education reviews evaluations and testing, parent input, teacher reports, and classroom observations. These reports must be submitted in writing to the Director of Student Support Services as well as the parent/guardian for review prior to the CSE meeting.

What's an IEP, and what is in them?

An IEP stands for an Individualized Education Program. This is a legal document that requires school districts to provide specially designed instruction (SDI) to your child with a disability.
A special education teacher will typically write an IEP based on your child's current needs and will recommend a program, services, and/or supports. This is referred to as the continuum of services, which we provide as a district. Students are placed in the least restrictive setting (most inclusive) in which they can access their education, and appropriate accommodations are recommended/provided to support your child in that placement.
At a minimum, once per year, your child's special education team will meet to review your child's education program and propose any necessary changes for the upcoming school year.

How should my child or I prepare for their CSE meeting?

Tully CSD Who Am I-Families.docx

There is nothing formal that a parent or student needs to do to prepare for most annual review meetings; however, if you would like to provide our office with any information about your child's medical, social, emotional, physical, or academic progress and/or present abilities, you are welcome submit the information during the CSE meeting or call the Director of Student Support Services ahead of time to go over the information.

Tully CSD encourages both parents and students to attend CSE meetings.

How much will special education services cost for me?

Nothing. Under the Individuals with Disabilities Education Act (IDEA), school districts are required to provide a free* and appropriate education to any child classified with a disability.

Is my consent required to implement the IEP?

Yes. Consent is required to:

1) Evaluate your child for a disability

AND

2) To begin special education services/programming.

School districts are not allowed to implement an IEP without the parent/legal guardian's initial consent for services.

Additionally, consent is required for any proposed change to an IEP.

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