Type of plans |
What is it? |
Who do I contact? |
My Responsibilities |
Individualized
Family Service Plan
Or
“IFSP |
Early intervention services for infants and toddlers aged birth to 3 years |
Tennessee Early Intervention System (TEIS) |
Request an evaluation as soon as possible. Participate in planning your child’s services and stay involved to ensure they’re implemented. Keep copies of all evaluations and important paperwork. |
Individualized
Education Plan
Or
“IEP” |
Education and related services for Pre- Kindergarten to 12th grade students in Special Education |
Tennessee Department of Education, Division of Special Education, also review the The Special Education Manual Last revised, 2008. |
Request an evaluation if you suspect your child has a disability. Participate in eligibility and annual IEP team meetings and request a copy of the IEP. You should receive IEP updates, or progress reports, as often as your child gets a report card. Consult a Special Education Advocacy Group if you feel your child’s rights are being violated. Keep copies of all evaluations and important paperwork. |
504 Plan |
Addresses the unique educationally-relevant needs of students with disabilities who do not qualify for Special Education |
Varies by school; refer to the principal or consult a Special Education Advocacy Group about who to contact. |
Request an evaluation, if needed. Participate in creating the 504 plan and request a copy. Keep copies of all evaluations and important paperwork. |
Individualized Health Plan
Or
“IHP” |
Addresses the special health care needs of students while in school |
Usually the school nurse; if your child’s school does not have a nurse, contact the school Principal and/or school staff.
Revised in January 2007, Guidelines for IHP (pdf) provides helpful information about health care plans in TN Schools. |
Provide all health information relevant to your child’s performance in school. Request a copy of the IHP. |
Functional Behavioral
Assessment
Or
“FBA” |
Addresses serious student problem behavior that often precedes the writing of a Behavior Intervention Plan |
School district psychologist or school social worker |
IEP team determines whether or not an FBA is necessary before writing a BIP (see below); you may be asked to participate in the FBA process. Keep copies of important paperwork. |
Behavior Intervention Plan
Or
“BIP” |
Addresses special behavioral needs of students with emotional and/or behavior concerns at school |
Consult a Special Education Advocacy Group or the Tennessee Regional Resource Centers about who to contact |
Request an FBA plan so a BIP can be developed. Participate in planning and stay involved. Ask for a copy and regular updates. Keep copies of important paperwork. |
Individualized Transition Plan
Or
“ITP” |
A statement, included in a high-school student's IEP, outlining the transition services required for coordination and delivery of services as the student nears adulthood. |
Tennessee Department of Education, Division of Special Education - Secondary Transition |
Transition planning should begin at age 14 years or younger depending on the severity of the child’s disability. |