FLORIDA DEPARTMENT OF EDUCATION
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STATE BOARD OF EDUCATION
John L. Winn
Commissioner of Education
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
Members
DONNA G. CALLAWAY
JULIA L. JOHNSON
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
LINDA K. TAYLOR
CONTACT PERSONS
Name:
Mary Jo Butler
Samantha Love
Phone:
(850) 245-0479
(850) 245-0426
Suncom:
205-0479
205-0426
E-mail:
maryjo.butler@fldoe.org
samantha.love@fldoe.org
K12:
2005-151
MEMORANDUM
To:
District School Superintendents
From:
Cheri Pierson Yecke, Ph.D.
Date:
October 31, 2005
Subject: COMPARISON OF INDIVIDUAL STUDENT PLANS
Federal and state law requires schools to develop and implement individual student plans to
meet specific purposes. Please find attached a chart that compares the elements of the
following student plans:
•
Personalized Middle School Success Plan (PMSSP)
•
Academic Improvement Plan (AIP)
•
Individual Educational Plan (IEP)
•
Section 504 Plan
•
Limited English Proficient (LEP) Student Plan
•
Individual Student Success Plan (ISSP)
CHERI PIERSON YECKE, PH.D.
CHANCELLOR, K-12 PUBLIC SCHOOLS
325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
Comparison of Individual Student Plans
October 31, 2005
Page Two
This chart addresses the purpose of each plan, student eligibility, goals, monitoring
requirements, parent involvement, service delivery, and suggestions for combining some of
the plans to reduce or minimize paperwork. Many of the components for the plans are
similar and school districts may wish to combine two or more plans rather than developing,
implementing, and monitoring separate plans. If a district designs a combined plan, it is
important to ensure that all components of each of the plans are included and addressed on
the combined form.
Many districts choose to keep the IEP separate from the other plans to ensure compliance
with procedural safeguards. If a district chooses to incorporate the AIP, PMSSP, or ISSP
components into the IEP, it is advised that they review their policy for content to ensure that
the components can be appropriately included in a student’s IEP.
If you have questions regarding the development and implementation of individual student
plans, please contact the Department staff as noted on the chart for each plan.
Thank you for ensuring that all students are provided with the opportunity to improve their
academic performance and ensure successful progression from grade to grade toward high
school graduation.
CY:mjbo
Attachment
cc:
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Assistant Superintendents for Curriculum and Instruction
ESE Directors
Student Services Directors
Guidance Supervisors
Principals
Comparison of Individual Student Plans
Plan Element
Personalized
Middle School
Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual
Educational Plan
(IEP)
Section 504 Plan
Limited English
Proficient (LEP)
Student Plan
Individual Student
Success Plan
(ISSP)
Authority
Section 1003.415(7),
F.S.
Section 1008.25(4),
F.S.
Individuals with
Disabilities Education
Act and Rule 6A-
6.03028, FAC
Section 504 of the
Rehabilitation Act of
1973
Consent Decree,
LULAC et. al. v.
State Board of
Education
(1990)
State Board of
Education policy for
F and repeating F
schools
Purpose
To assist the student
in meeting state and
school district
expectations in
academic proficiency
and to prepare the
student for a rigorous
high school
curriculum
To assist the student
in meeting state and
district expectations
for proficiency for
promotion in reading,
writing, mathematics,
and science
To address the
unique educational
needs of a student
with a disability to
ensure a free and
appropriate public
education
To provide students
with disabilities equal
opportunity to benefit
from educational
programs, services,
or activities as is
provided their
nondisabled peers.
To ensure the
provision of
appropriate services
to students with
limited English
proficiency and to
monitor the progress
made by such
students
To assist the student
in developing an
action plan with goals
to meet the state and
school district
expectations in
academic proficiency
and be prepared for
future success
Students who do not
meet specific levels
of performance as
determined by the
district school board
Target
Audience/Student
Eligibility
Students entering
sixth grade in 2004-
2005 and beyond
who scored below
Level 3 in reading on
the most recently
administered FCAT
in reading, writing,
science, and
mathematics for each
grade level, or who
do not meet specific
levels of performance
as determined by the
Commissioner of
Education on
statewide
assessments at
Students who meet
the eligibility
requirements under
IDEA and State
Board of Education
Rules must have an
IEP developed and
implemented
Students with a
current physical or
mental impairment
which substantially
limits one or more
major life activities
Students identified
through a home
language survey and
oral/aural and
reading/writing
(grades 4-12)
assessments to be
limited English
proficient
Students attending
an F or repeating F
school
selected grade levels
(below Level 2 on
reading and math;
below a score of 3 on
writing; science not
yet determined)
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Plan Element
Personalized Middle
School Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual Educational
Plan (IEP)
Section 504 Plan
Limited English
Proficient (LEP)
Student Plan
Individual Student
Success Plan (ISSP)
Goals
Identify educational
goals and intermediate
benchmarks for the
student in the core
curriculum areas which
will prepare the student
for high school
Identification of the
desired level of
performance in area(s)
of deficiency; in reading,
specifically in the areas
of phonemic
awareness, phonics,
fluency,
comprehension, and
vocabulary
Identification of
measurable annual
goals to address the
student’s priority
educational needs
n/a
Develop as effectively
and efficiently as
possible each child’s
English language
proficiency and
academic potential and
to ensure equal access
to programming and
comprehensible
instruction
For the student,
parent, and school
staff to work in
partnership taking an
active part in
contributing to the
success of the
student. All shall
agree on a contract to
facilitate promotion to
the next school level
Basis
Be based on academic
performance data and
an identification of the
student’s strengths and
weaknesses
Identify the student’s
specific area(s) of
deficiency; in reading,
specifically in the areas
of phonemic
awareness, phonics,
fluency,
comprehension, and
vocabulary
Identify present levels of
educational
performance (effects of
the disability) including
the strengths of the
student and how the
disability affects his or
her progress in the
general education
curriculum
Determination of
necessary
accommodations based
on the individual needs
of the student
Identification of eligible
students through a
home language survey
and subsequent
oral/aural and
reading/writing (grades
4-12 only) assessments
Identification of all
students attending
Assistance Plus
targeted schools
Monitoring
Include academic
intervention strategies
with frequent progress
monitoring
Schools must also
provide for the frequent
monitoring of the
student’s progress in
meeting the desired
levels of performance
Statement of how
progress toward annual
goals will be measured
Periodic reevaluations
are required, but no
specific timeframe is
provided
Until reclassified as
English proficient using
same or comparable
assessment,
procedures, or
standards as at entry;
also two years post-exit
Support team leader
will review and monitor
the progress of
identified goals in the
plan
Parent
Involvement
The success plan must
be developed in
collaboration with the
student and his or her
parent
The school must
develop the AIP in
consultation with the
student’s parent
Parents are integral
members of the
student’s IEP team;
documentation is
required demonstrating
that the parent was
afforded the opportunity
to participate
Parents are not required
by law to be members
of the 504 Committee,
although best practice
dictates that they have
involvement in the
evaluation and
placement process.
Federal law requires
schools to provide
parents notices
regarding the
procedural protection
provision
Parent involvement
shall be promoted by
the establishment of
Parent Leadership
Councils at the school
or district level in
addition to the training
and promotion of
parents of LEP students
on other advisory
councils in the district
The individual success
plan shall be
developed and agreed
upon by the student’s
parent
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Personalized Middle
Academic
Individual
Limited English
Individual Student
Plan Element
School Success Plan
Improvement Plan
Educational Plan
Section 504 Plan
Proficient (LEP)
Success Plan
(PMSSP)
(AIP)
(IEP)
Student Plan
(ISSP)
The school to
Service
Delivery
Provide innovative
methods to promote
the student’s
advancement which
may include but not be
limited to flexible
scheduling, tutoring,
focus on core
curricula, online
instruction, an
alternative learning
environment, or other
interventions that have
been shown to
accelerate the learning
process
Identification and
provision of the
instructional and
support services to be
provided to meet the
desired levels of
performance
Identification and
delivery of special
education and related
services,
accommodations,
and/or modifications
Individualized based
on the student’s
required
accommodations
and/or modifications
Intensive English
language instruction
and instruction in basic
subject areas that is
comprehensible and
equal to that provided
to English proficient
students in scope,
sequence, etc.
provide, the student
to attend and actively
participate in, and the
parent to support the
child's attendance
and participation in
instructional delivery
systems that include
innovative methods
to promote the
student’s
advancement which
may include but not
be limited to flexible
scheduling, tutoring,
focus on rigorous
core curricula, online
instruction, an
alternative learning
environment, or other
interventions that
have been shown to
accelerate the
learning process.
For students eligible
for services under the
Combinations
For students who do
not meet the eligibility
requirements for an
AIP, IEP, Section 504
Plan, ESOL Plan, or
ISSP, a PMSSP
should be developed
pursuant to the
requirements
established in Section
1003.415(7), F.S.
For students eligible
for an AIP but not an
IEP, the elements of
the PMSSP must be
included in the AIP
when possible. The
AIP may be combined
with the ISSP if the
contract required in the
ISSP is included.
Individuals with
Disabilities Education
Act, districts may
consider keeping the
AIP separate from the
IEP with the
requirements of the
PMSSP or ISSP
incorporated into the
AIP to avoid
application of the
procedural safeguards
inherent to the IEP.
n/a
The LEP Student plan
may be combined with
an IEP or other
student plan.
Based on the
individual academic
needs of students,
the elements of the
PMSSP may be
combined with the
ISSP for middle
school students.
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Plan Element
Personalized Middle
School Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual
Educational Plan
(IEP)
Section 504 Plan
Limited English
Proficient (LEP)
Student Plan
Individual
Student Success
Plan (ISSP)
The PMSSP must be
incorporated into any
individual student plan
required by federal or
state law, including the
AIP required in Section
1008.25, F.S., an
individual education plan
(IEP) for a student with
disabilities, a federal 504
plan, or an ESOL plan.
District school boards
shall assist schools
and teachers to
implement research-
based reading
activities that have
been shown to be
successful in teaching
reading to low-
performing students.
An IEP may suffice for
an AIP, PMSSP, or
ISSP if it contains the
required components
of the other plans.
See question #18 of
this document for
additional information.
There are no specific
requirements for the
content of a Section 504
plan; the plan identifies
the services or
accommodations to be
provided to the eligible
student.
The LEP or Student
plan may be included
in or attached to an
existing student’s plan,
IEP, etc., or may be a
separate document for
a given student or
students.
The ISSP must be
developed within
the first month of
school.
Other
Requirements
Each principal of a school
with a middle grade shall
designate certified staff
members at the school to
develop and implement
the plan for each entering
sixth grade student who
scored below Level 3 in
reading on the most
recent FCAT; the plan
must be implemented
until the student
completes eighth grade or
scores at Level 3 or
above in reading on the
FCAT.
Remedial instruction
provided during high
school may not be in
lieu of English and
mathematics credits
required for
graduation.
Students eligible for a
Section 504 plan may
also have an AIP if they
are experiencing
academic difficulties.
The PMSSP must
minimize paperwork and
may be incorporated into
a parent/teacher
conference, included as
part of a progress report
or report card, included
as part of a general
orientation at the be-
ginning of the school
year, or provided by
electronic mail or other
written correspondence.
DOE Contacts
Mary Jo Butler or
Samantha Love
850.245.0422
Mary Jo Butler or
Samantha Love
850.245.0422
Evy Friend or Heather
Diamond
850.245.0478
Bettye Hyle or Rich
Downs
850.922.3727
Lisa Saavedra
850.245.0414
Mike Tremor or
Angelia Turner
850.245.0426
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