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 ie ps for grades 9 12
Joyce Sager, Ed.D.Gadsden City HighApril 2013
Gather and organize existing dataInterview StudentsParent and Teacher SurveysUse appropriate assessments
Assess, Assess, Assess EXPLORE (8th grade) and PLAN (10th grade)—Interest Inventories and Achievement State Assessments Global Assessment Grades, Attendance, Discipline Referrals, Transcript Eligibility Form Teacher and Parent Input Social History Student Motivation and Learning Style Inventory Transition Assessments-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 “Student Dream Sheet” Ansell-Casey Life Skills—Provides a nice profile Daily Living, etc.
Notice of Proposed MeetingDocument 2 attempts before having conference (if noresponse from parent).(Voicemail, unsuccessful phone calls, and returned mail– not considered attempts)
1st half of NOPCheck Purpose(s) of Annual IEPMeeting: Discuss Transition Review/Revise IEPPeople invited: Mark first 6 people Agency, if invited -(Refers to entity, such as ADRS, that may pay for/ provide transition services)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 acall, 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 Page There 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 regarding preferences and interests. Address Transition 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 ed curriculum? May include accommodations Other Any info pertinent to development of IEP but not included elsewhere.
PROFILE---PAGE 2Special Instructional Factors Check “YES” for transition services Check “YES” if there is a BIP Check “YES” if student has behavior impending on learning AND address in the IEPTransportation Check “NO” if student has same transportation as nondisabled studentsNonacademic and Extracurricular Activities-Check “YES” unless supports are described or explanation givenAnnual Goal Progress Reports—Every 9 weeks or when report cards are issued
Transition MUST be addressed when student 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 have documentation of these assessments on file Use drop down boxes to indicate Transition Goals. Long-term Goals should be addressed at conference with parents and not based solely on educational pathway. “Other” might be applicable for an employment career goal of joining the military. Indicate Transition Service within Transition Strand. A goal must be written for each service identified 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.
Goals Annual Goals must be measureable and include the Present Level of Academic Achievement and Functional Performance, Type(s) of Evaluation for Annual Goal, and Special Education and Related Services Must be a direct relationship between AREA, PLOP, ANNUAL GOAL, and SPED and RELATED SERVICES Identify Area: Academic, Functional (e.g., behavior ), or Transition (Check transition box) Present Level of Academic Achievement and Functional Performance: Information should be stated in a readily understandable manner to describe what the student can do and in relation to what he SHOULD be able to do in that area of instruction. How does the student’s disability affect his involvement and progress in the general curriculum? Measureable Annual Goal: Describes what the student should be able to accomplish in one year (See Q & A, dated Oct. 2012, found on ALSDE SPED webpage under standards tab.) Type of Evaluations for Annual Goal—Check at least one for each goal. Date of Mastery: Actual Date of Mastery
Special Education—MUST be completed for all students Must be based on peer-reviewed research showing that the program or services are effective Describes the specially designed instruction that will be provided for EACH area listed in the IEP Location for each service must be completed. Anticipated Frequency describes how often the service will be provided. Amount of Time should be total amount of time for each area. Beginning/Ending Duration Dates are the start to finish of services and may be different for each area listed and may be different from IEP Initiation/Duration Dates. If the Location of Service and Anticipated Frequency of Service is the same for more than one area, the Amount of Time may be written as the cumulative Amount of Time for all areas where the specially designed instruction shares the same location and frequency of services.
Includes services necessary for the student to benefit from Special Education. Must be described in detail Examples include: Occupational Therapy Audiology Services Counseling and Social Work Services in school Speech-language Pathology School Nurse and School Health Services
Accommodations consist of aids, services, and other supports provided in gen. ed. classes or other education-related settings to enable a student with a disability to be educated with nondisabled students to the maximum extent appropriate in accordance with his LRE. 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 content of 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 the student on an on-going basis for classroom assessments are considered as accommodations for State and district-wide assessments. 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 those resulting in amendments
• Transfer of Rights- Record the day the student was informed• ESY- Check “YES”• LRE—If “NO” is checked, provide justification (cannot be based on disability).• 6-21 Years of Age- Select LRE• Copy of IEP—Check “YES” or “NO” (with date sent)• Copy of SPED Rights • Check “YES” or • Check “NO” and the date Rights were provided within the past year to Parent/Student (if 19 and older)• Signatures (People who attended/participated at conf.) • Names must be typed in space. • Signed at conf.- not after • If parent participated by phone-Type “Parent participated by phone”• Info From People Not in Att.• Annual IEP Review Date- Determined by Signature Date