Students who will be 16 during the implementation of the IEP must be invited to the conference.
Purpose of meeting: Indicate that transition will be discussed in addition, if appropriate, to IEP, etc.Invite: First 6 people listed Identify any invited agency that may pay for and provide transition services
*Persons Responsible for IEP Implementation Form Accommodations provided when IEP initiated, amended, or schedule changed
Writing IEPs for transition to high school
Joyce Sager, Ed.D.Gadsden City HighApril 2013
Gather and organize existing dataInterview StudentsParent andTeacher SurveysUse appropriate assessments
EXPLORE (8th grade) -Interest Inventories and Achievement Middle SchoolTransition PlanningAssessment and Matrix StateAssessments Grades,Attendance, Discipline Referrals, School Records Eligibility Form Teacher and Parent Input Social History Student Motivation and Learning Style Inventory TransitionAssessments-Include results in Profile and PLOP Transition Planning Inventory Career Interest Inventories Air Self-Determination Scales (Student and Parent Forms) Structured Interview- Create vision for future. Might use “StudentDream Sheet” Ansell-Casey Life Skills—Provides a nice profile Daily Living, etc.Assess, Assess, Assess
Document 2 attempts before having conference (if noresponse from parent).(Voicemail, unsuccessful phone calls, and returned mail– not considered attempts)Notice of Proposed Meeting
1st half ofNOPCheck Purpose(s) ofAnnual IEPMeeting:DiscussTransitionReview/Revise IEPPeople invited:Mark first 6 peopleAgency, if invited -(Refers toentity, such as ADRS,that may pay for/provide transitionservices)Signature of Education AgencyOfficial—Rhonda Perry (yourinitials)Ex.—Rhonda Perry (JS)
2nd Half ofNOPCompleteDo NOT invite agency (ADRS) untilconsent is given.The agency rep cannot attend theconference if NOP is not returnedindicating consent and theparent/guardian is not inattendance.All notices must be sent to parentsAND student when student is 19.1st notice must be sent/given to theparent and student (age of majority)and may be followed up with a call,e-mail, etc.`2nd notice, if needed should besent/given to parent/student andmay be followed up by a call, …Indicate that parent is “able tomeet” if he/she requests toparticipate by phone. Get their #.Indicate date and how students andagency were informed.
Profile PageThere must be a direct link between the profile and otherelements of the IEP. Strengths of Child Parental Concern for Enhancing the Education Student Preferences and/or Interests Includes info obtained from parent, teacher(s), and the student regardingpreferences and interests. AddressTransition Results of the Most Recent Evaluations Write in meaningful terms. Can include the results of transition assessments here. The Academic, Developmental, and Functional Needs of the Child How does his disability affect involvement and progress in the general edcurriculum? May include accommodations Other Any info pertinent to development of IEP but not included elsewhere.
PROFILE---PAGE 2Special Instructional FactorsCheck “YES” for transition servicesCheck “YES” if there is a BIPCheck “YES” if student has behavior impending onlearning AND address in the IEPTransportationCheck “NO” if student has same transportation asnondisabled studentsNonacademic and Extracurricular Activities-Check “YES”unless supports are described or explanation givenAnnual Goal Progress Reports—Every 9 weeks or when reportcards are issued
Transition MUST be addressed whenstudent is entering 9th grade. Address: Invite student to meeting Check if permission is provided to invite agency Check Alabama High School Diploma Document Expected Date of Exit Document Program Credits to be earned. Check Transition Assessments used AND havedocumentation of these assessments on file Use drop down boxes to indicate TransitionGoals. Long-term Goals should be addressed atconference with parents and not based solelyon educational pathway. “Other” might be applicable for anemployment career goal of joining themilitary. Indicate Transition Service within TransitionStrand. A goal must be written for each serviceidentified as needed. Use Matrix*Students who graduate with the Alabama HighSchool Diploma through the Essential Course pathwayor the AAS pathway may return to school through age21 but must continue to work toward earning credits.
Includes: What the student “can” do in that area What the student “cannot” do in that area How the student’s progress is impacted
Goals Annual Goals must be measureable and include the Present Level ofAcademicAchievement and Functional Performance,Type(s) of Evaluationfor Annual Goal, and Special Education and Related Services Must be a direct relationship between AREA, PLOP,ANNUAL GOAL, andSPED and RELATED SERVICES IdentifyArea: Academic, Functional (e.g., behavior ), orTransition (Checktransition box) Present Level of Academic Achievement and Functional Performance:Information should be stated in a readily understandable manner to describewhat the student can do and in relation to what he SHOULD be able to do inthat area of instruction. How does the student’s disability affect hisinvolvement and progress in the general curriculum? Measureable Annual Goal: Describes what the student should be able toaccomplish in one year (See Q & A, dated Oct. 2012, found on ALSDE SPEDwebpage under standards tab.) Type of Evaluations for Annual Goal—Check at least one for each goal. Date of Mastery: Actual Date of Mastery
IF there is a behavior goal, mark on page 2 of theProfile that behavior impedes the learning of thestudent and the learning of others. IF there is a BIP, there MUST be a behavior goal. Best practice---Insert BIPs into SETS
Special Education—MUST be completed for all students Must be based on peer-reviewed research showing that the program or servicesare effective Describes the specially designed instruction that will be provided for EACH arealisted in the IEP Location for each service must be completed. Anticipated Frequency describes how often the service will be provided. Amount ofTime should be total amount of time for each area. Beginning/Ending Duration Dates are the start to finish of services and may bedifferent for each area listed and may be different from IEP Initiation/DurationDates. If the Location of Service and Anticipated Frequency of Service is the same formore than one area, the Amount ofTime may be written as the cumulativeAmount ofTime for all areas where the specially designed instruction shares thesame location and frequency of services.
Includes services necessary for the student tobenefit from Special Education. Must be described in detail Examples include: OccupationalTherapy Audiology Services Counseling and SocialWork Services in school Speech-language Pathology School Nurse and School Health Services
Accommodations consist of aids, services, and other supportsprovided in gen. ed. classes or other education-related settings toenable a student with a disability to be educated with nondisabledstudents to the maximum extent appropriate in accordance with hisLRE. Amount of time may be excluded if service is self-explanatory. Examples include: Tutoring Preteaching/ reteaching or reinforcing concepts Behavior management plan Assigned Seating Assignments broken into segments or blocks Extended time allowed for completion of assignments Avoid confrontational techniques Study guides with answers provided Directions for assignments explained one-on-one to student
Modifications, or changes, made to contentof curriculum Course credit disallowed
Should be completed for all students taking classroom 0r district-wide assessments. Only accommodations included on the IEP and provided to thestudent on an on-going basis for classroom assessments areconsidered as accommodations for State and district-wideassessments. Examples include: Additional time for tasks Adapting assignments/tasks Highlighters Calculator Reformatting assessments Special seating Testing in small group setting Testing by special ed. teacher of paraprofessional Directions and test questions read aloud to student
Use for each IEP conference, including thoseresulting in amendments
• Transfer of Rights- Record theday the student was informed• ESY-Check “YES”• LRE—If “NO” is checked,provide justification (cannot bebased on disability).• 6-21Years of Age- Select LRE• Copy of IEP—Check “YES” or“NO” (with date sent)• Copy of SPED Rights• Check “YES” or• Check “NO” and thedate Rights wereprovided within the pastyear to Parent/Student(if 19 and older)• Signatures (People whoattended/participated at conf.)• Names must be typedin space.• Signed at conf.- notafter• If parent participatedby phone-Type “Parentparticipated by phone”• Info From People Not in Att.• Annual IEP Review Date-Determined by Signature Date