This document provides guidance on conducting transition assessments and developing transition plans for students with disabilities. It outlines the types of data and assessments that should be used, including interest inventories, achievement tests, grades, interviews, and life skills assessments. It also provides templates and instructions for components of the transition planning process, including notices of meetings, student profiles, transition goals and services, accommodations, and required signatures. The overall purpose is to help ensure transition plans are developed using appropriate assessments and include all required elements.
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
A Presentation giving details of the Govt. Merit Scholarship Examination for students of std.5th & 8th studying in the recognized schools of Maharashtra State - India
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
A Presentation giving details of the Govt. Merit Scholarship Examination for students of std.5th & 8th studying in the recognized schools of Maharashtra State - India
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
INDIVIDUALIZED EDUCATION PROGRAM (IEP)Student’s Name INDIVI.docxjaggernaoma
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
School Age
Student’s Name:
IEP Team Meeting Date (mm/dd/yy):
IEP Implementation Date (Projected Date when Services and Programs Will Begin):
Anticipated Duration of Services and Programs:
Date of Birth:
Age:
Grade:
Anticipated Year of Graduation:
Local Education Agency (LEA):
County of Residence:
Name and Address of Parent/Guardian/Surrogate:
Phone (Home):
Phone (Work):
Other Information:
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
Date of Revision(s)
Participants/Roles
IEP Section(s) Amended
IEP TEAM/SIGNATURES
The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special education teacher, and a representative from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not agreement.
Role
Printed Name
Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****
*
The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
**
If the student is, or may be, participating in the regular education environment
***
As determined by the LEA as needed for transition services and other community services
****
A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals with Disabilities Education Act, the age of majority is reached for students with disabilities when they reach 21 years of age.
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights, including the process for disagreeing with the IEP. The school has informed me whom I may contact if I need more information.
Signature of Parent/Guardian/Surrogate:
MEDICAL ASSISTANCE PROGRAM BILLING NOTICE
(Applicable only to parents who have consented to the release of billing information to Medical Assistance programs)
I understand that the school may charge the School-Based Access Program (“SBAP”)—or any program that replaces or supplements the SBAP—the cost of certain special education and related services described in my child’s IEP. To make these charges to the SBAP.
Individualized Education Program (Aug 2014 revision) Page 1 .docxjaggernaoma
Individualized Education Program (Aug 2014 revision) Page 1
School District
Special Education Dept
City, State Zip
Student Name: Zach Brehm Grade: 5 Gender: DOB: 4/22/05 Age: 10
Meeting Date IEP Implementation date
Projected Date when services will begin Anticipated Duration of this IEP
School Year
02/03/16 02/12/16 02/02/17 2015-2016
Student Address:
City/State/Zip:
Parent/Guardian Name (include address in section I if different that above):
Contact numbers Home Work(1) Work(2) Cell/Other
Phone
E-Mail
County of Residence: Anticipated Year of Graduation: 2023
If consortium class or Placement: Sending District: School Building:
Current Vo-Tech Student
Future Vo-Tech Student CIP Code:
Primary Disability: Secondary Disability (If applies)
Other Information: Autism, Other Health Impairment, Speech/Language Impairment
*Medical Assistance #:
IEP TEAM/SIGNATURES* Signature on this IEP documents attendance, and not agreement.
The Individualized Education Program (IEP) Team makes the decisions about the student’s program and placement. The student’s parent(s), the
student’s special education teacher, and a representative from the local education agency are required members of this team. Signature on this
IEP documents attendance, not agreement.
NAME (typed or printed) POSITION (typed or printed) SIGNATURE*
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Educational Agency Rep(Chair)
IEP for
Individualized Education Program (Aug 2014 revision) Page 2
Community Agency Representative
* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate. ■ ** If the
student is, or may be, participating in the regular education environment ■ *** As determined by the LEA as needed for transition services and
other community services ■ **** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted. ■
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members: Teachers Name Here
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Local Education Agency has informed me whom I may
contact if I need more information. (Note a copy of the notice may be available on the District Web Page)
Signature of Parent/Guardian/Surrogate:
IEP for
Individualized Education Program (Aug 2014 revision) Page 3
TRANSFER OF RIGHTS AT AGE OF MAJORITY
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 year.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)School AgeStudent’s Nam.docxjaggernaoma
INDIVIDUALIZED EDUCATION PROGRAM (IEP) School Age
Student’s Name:
Amy Smith
IEP Team Meeting Date (mm/dd/yy):
09/10/15
IEP Implementation Date (Projected Date when Services and Programs Will Begin):
09/14/15
Anticipated Duration of Services and Programs:
09/09/16
Date of Birth:
7/2/06
Age:
9
Grade:
3
Anticipated Year of Graduation:
2024
Local Education Agency (LEA):
Shippensburg
County of Residence:
Shippensburg
Name and Address of Parent/Guardian/Surrogate:
Phone (Home):
Christopher Smith
Phone (Work):
Other Information:
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
Date of Revision(s)
Participants/Roles
IEP Section(s) Amended
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
Page 12 of 17 June 2008
Page 1 of 34 April 2014
IEP TEAM/SIGNATURES
The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special education teacher, and a representative from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not agreement.
Role
Printed Name
Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****
* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
** If the student is, or may be, participating in the regular education environment
*** As determined by the LEA as needed for transition services and other community services
**** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals with Disabilities Education Act, the age of majority is reached for students with disabilities when they reach 21 years of age.
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights, including the process for disagreeing with the IEP. The school has informed me whom I may contact if I need more information.
Signature of Parent/Guardian/Surrogate:
MEDICAL ASSISTANCE PROGRAM BILLING NOTICE
(Applicable only to parents who have consented to the release of billing information to Medical Assistance programs)
I understand that the school may charge the School-Based Access Program (“SBAP”)—or any program that replaces or .
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case# -
Home District:
Service District:
Date: //
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID# - -
Date of Birth / /
Gender FORMDROPDOWN
Address:
Age:
Phone: ( ) -
English LAB
Year
Spanish LAB
Year
Grade FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone: ( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home): ( ) -
Phone (Work): ( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) *Details are provided in relevant sections of IEP
FORMCHECKBOX
Program Accessibility
FORMCHECKBOX
Adaptive Phys. Ed.*
FORMCHECKBOX
Bilingual Instruction
FORMCHECKBOX
Related Services
FORMCHECKBOX
Assistive Technology
FORMCHECKBOX
Monolingual Services with ESL
FORMCHECKBOX
Monolingual Services without ESL
FORMCHECKBOX
Special Education Transportation – Comment
Students who are blind or visually impaired:
Students who are deaf or hard of hearing
Braille instruction needed
FORMCHECKBOX
Yes FORMCHECKBOX
No
Language of Instruction
Mode of Communication
Copy for
FORMCHECKBOX
CSE
FORMCHECKBOX
Parent
FORMCHECKBOX
School
FORMCHECKBOX
Student
FORMCHECKBOX
Other
Page 1
Student:
NYC ID# - -
CSE Case# -
Date of Conference: //
CONFERENCE INFORMATION
Referral Type:
FORMCHECKBOX
Initial
FORMCHECKBOX
Annual Review
Conference Type:
FORMCHECKBOX
EPC
FORMCH ...
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
2. Gather and organize existing data
Interview Students
Parent and Teacher Surveys
Use appropriate assessments
3. 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.
4. Notice of Proposed Meeting
Document 2 attempts before having conference (if no
response from parent).
(Voicemail, unsuccessful phone calls, and returned mail
– not considered attempts)
6. 1st half of
NOP
Check Purpose(s) of Annual IEP
Meeting:
Discuss Transition
Review/Revise IEP
People invited:
Mark first 6 people
Agency, if invited -(Refers to
entity, such as ADRS,
that may pay for/
provide transition
services)
Signature of Education Agency
Official—Rhonda Perry (your
initials)
Ex.—Rhonda Perry (JS)
7. 2nd Half of
NOP
Complete
Do NOT invite agency (ADRS) until
consent is given.
The agency rep cannot attend the
conference if NOP is not returned
indicating consent and the
parent/guardian is not in
attendance.
All notices must be sent to parents
AND student when student is 19.
1st notice must be sent/given to the
parent and student (age of majority)
and may be followed up with a
call, e-mail, etc.`
2nd notice, if needed should be
sent/given to parent/student and
may be followed up by a call, …
Indicate that parent is “able to
meet” if he/she requests to
participate by phone. Get their #.
Indicate date and how students and
agency were informed.
8.
9. Profile Page
There must be a direct link between the profile and other
elements 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.
10. PROFILE---PAGE 2
Special 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 IEP
Transportation
Check “NO” if student has same transportation as
nondisabled students
Nonacademic and Extracurricular Activities-Check “YES”
unless supports are described or explanation given
Annual Goal Progress Reports—Every 9 weeks or when report
cards are issued
11.
12. 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 High
School Diploma through the Essential Course pathway
or the AAS pathway may return to school through age
21 but must continue to work toward earning credits.
13.
14. 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
15. 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.
16. 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
17. 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
18. Modifications, or changes, made to content
of curriculum
Course credit disallowed
19. 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
20.
21.
22. Use for each IEP conference, including those
resulting in amendments
23. • 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
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