School Responsibility Resources Contin.

The school and school district is This brochure was made to help you
responsible for making sure that a understand IFSP, IEP, and
student’s IFSP, IEP, and Transition IEP Transition IEP. Feel free to use this
are being followed and services are being as a helpful tool to know more about
given as planned.
these plans.
Teacher Responsibility
The teacher is responsible for providing
information regarding the student’s
present levels of academic performance,
the educational and transition goals that
need to be met during the school year and
what they feel the student’s individual
strengths and weaknesses will be as a
whole and per subject.

Resources
For more information on IFSP, IEP, or
Transition IEP or any questions about
these types of plans, please reach out to
your Special Education teacher.

All information was found in the book: “A

Teacher’s Guide to Special Education” by
David F. Bateman & Jenifer L. Cline.

Araceli Garcia
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IEP
IFSP
• Student’s with a disability who get
services before age 3, get an IFSP
(Individualized Family Service
Plan).
• IFSP is a plan that details a
student’s strengths, needs, and
states how an agency will meet the
student’s and the family’s unique
needs.
• IFSP includes family objectives as
well as student’s goals.
• Services and settings may vary
from one location to another.
• Services may be provided at home,
at a preschool, or a student-care
center, in a special education
setting, or a combination of any of
these settings.
• Student’s from ages 3 to 15 who
qualify for special education and
related services, will get an IEP
(Individualized Education Plan).
• IEP is a written map for a
student’s education for the coming
year and includes services that are
not offered to all students in the
general education program.
• IEP is a formal document the is
developed by a multidisciplinary
team and is then monitored by an
IEP team.
• IEP is a communication tool, has
Transition IEP
annual performance goals,
• Students ages 16 – 21 who qualify
provides services, an evaluation, a
for special education will receive a
management tool, holds
Transition IEP.
accountability, and is a
• Transition IEP must include
compliance and monitoring tool.
appropriate measurable
postsecondary goals based upon
age appropriate transition
assessments related to training,
education, employment, and
independent living skills when
appropriate, and the transition
services (including courses of
study) needed to help the student
reach those goals.
• Transition IEP’s vary on the
student’s individual needs,
interests, strengths, and
preferences.