Independent Living Program - Florida's Center for Child Welfare

School Based Plans:The school has primary responsibility for creatingand maintaining the IEP or 504 plan and the TIEP,although many other institutions and agenciesshould help. The IPE is primarily the responsibilityof the vocational rehabilitation counselor. Thestudent with a disability and his or her vocationalrehabilitation counselor write the IPE together,generally with the advice and counsel of others.If educators do not begin transition planning byage 16 or younger, they can be prompted to doso. Family members, caseworkers, and otheradults close to the student’s family, along withthe student him-or herself, can make a requestto the school. The request should be written, andthe person making it should keep a dated copy.The first step in the planning process is acomprehensive evaluation of the student. It shouldbe done as soon as the youth enters school or assoon as the question of a disability arises. Either thecaregivers, case worker, parents or the school staffmay initiate it. If the school asks for an evaluation,the staffers must obtain prior consent from theparent, guardian, caseworker or surrogate parent.The evaluation will help determine whether thestudent has a disability, whether the disability iscovered by IDEA and State Board of EducationRules or the Rehabilitation Act, and what educationservices the student needs in order to succeed.When the student is determined to have adisability, the school staff calls a meeting to writean IEP or a 504 plan, depending on the nature ofthe disability. (Before the meeting, the parent oradult responsible for the youth’s education shouldreceive a copy of the assessment in time to studyit, and understand it.) If they don’t agree withthe findings of the assessment they can requestand independent educational evaluation (IEE).The meeting should include (and under IDEAis required to include) the parents, or personacting as the parent, teachers, counselors andanyone with special expertise and knowledgepertaining to the student. The same professionals,depending on the needs of the student, shouldhelp develop and maintain a 504 plan.Together, the members of the team decidewhat the student needs, what services will beprovided and what outcomes are anticipated.The meetings are repeated at least annuallythrough the school years. The written record ofthe decisions made at the meetings becomesthe current IEP (or 504 plan) document.The same process produces the TIEP.15How TransitionIs Planned.