writing ieps for transition to high school
DESCRIPTION
PowerPoint Presentation Presented April 15, 2013TRANSCRIPT
Naviga
ting I
EP
Develo
pment
Joyce Sager, Ed.D.Gadsden City HighApril 2013
PreparationGather and organize existing dataInterview Students Parent and Teacher SurveysUse appropriate assessments
EXPLORE (8th grade) -Interest Inventories and Achievement
Middle School Transition Planning Assessment and Matrix
State Assessments Grades, Attendance, Discipline Referrals, School Records 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.
Assess, Assess, Assess
Document 2 attempts before having conference (if no response from parent).
(Voicemail, unsuccessful phone calls, and returned mail – not considered attempts)
Notice of Proposed Meeting
Writing the Profile
FromThis
To
This
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)
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.
Profile PageThere 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.
PROFILE---PAGE 2
Special Instructional FactorsCheck “YES” for transition servicesCheck “YES” if there is a BIPCheck “YES” if student has behavior impending
on learning AND address in the IEP
TransportationCheck “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
Transition
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.
GoalsPutting the Pieces Together
Present Level of Performance
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 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
Behavior Goal?
IF there is a behavior goal, mark on page 2 of the Profile that behavior impedes the learning of the student and the learning of others.
IF there is a BIP, there MUST be a behavior goal.
Best practice---Insert BIPs into SETS
Special Education and Related Services
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.
Related 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
Supplementary Aids and 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
Modifications, or changes, made to content of curriculum
Course credit disallowed
Accommodations Needed for Assessments 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
Assistive TechnologyExamples include:
Voice output devicesWord processorsTalking calculatorsWalker
Support for PersonnelTraining on specific syndrome, technique,
or assistive technology device to address student(s) specific need(s)
*** Anticipated Frequency of Services, Amount of Time, and Location of Services must be directly linked and consistent with the student’s LRE.
Accommodation Page Examples
Signature PageUse for each IEP conference, including those resulting in amendments
Completion of Signature Page• 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
You thought you were finished with paperwork; right?
Nope!!!
Complete the “Notice of Intent Regarding Special Education Services.”
andsend it and the IEP to the parent or student (if 19 or
older).