Some students who struggle to achieve consistent, sustainable growth in reading or math, or who demonstrate the need for support outside of what a school normally provides, will be able to receive additional support and/or instruction in the form of an Individualized Education Plan (IEP) or Building Plan (504).
In order to qualify for one of these plans, a student must demonstrate a history of low growth and achievement in one or more areas. The student must also have gone through multiple rounds of intervention in the specific low achievement areas and maintain a good attendance record in both regular classroom instruction and intervention instruction.
In the past, 504s and IEPs were treated separately and it was not necessary for a child pursuing a 504 to go through a formal evaluation process to determine eligibility for Special Education. This is no longer the case. With the recent changes to educational law, any student who is interested in qualifying for EITHER of these plans must go through a formal evaluation for Special Education.
If a student qualifies for a 504 or IEP, that student is still required to participate in all progress monitoring and assessments used as a part of Act 20. The Personal Reading Plan (PRP) must be written, measured, and followed IN ADDITION TO the 504 or IEP. The state of Wisconsin has said that benchmarks, goals, and instruction from the PRP can be placed into the IEP, but this is not required.
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