Training Manual Michigan Department of Education Office of Special Education and Early Intervention Services
|
|
- Harold Warner
- 8 years ago
- Views:
Transcription
1 State Performance Plan Indicator 13: Secondary Transition Michigan Department of Education Office of Special Education and Early Intervention Services
2
3 Purpose of this The intent of this document is to provide content for training ISD transition coordinators, ISD monitors, staff, and administrators for the State Performance Plan (SPP) Indicator 13: Secondary Transition data collection. For this training, each person will need a copy of: the Compliance Checklist for Secondary Transition SPP-13; this manual, State Performance Plan Indicator 13: Secondary Transition, ; and sample individualized education programs (IEPs) from their district/intermediate school district (ISD) (carefully remove all identifying information). Training Tips Follow these steps to learn/teach how to use the checklist to assure a high rate of reliability: Read all materials carefully. Determine the appropriate method of training for your local education agency (LEA), ISD, or other groups, such as: Group presentation with practice Individual work with practice Read or present slides with information provided on PowerPoint/CD. Data collection questions can be addressed to Craig Wiles, Public Sector Consultants, at or cwiles@pscinc.com. Questions on how to complete the checklist can be addressed to Chuck Saur, at or csaur@cenmi.org. State Performance Plan Indicator 13: Purpose of Data Collection The State Performance Plan (SPP) is a required element of the Individuals with Disabilities Education Improvement Act (IDEA) of In 2005 the federal Office of Special Education Programs (OSEP) changed the annual special education reporting process for states. States now have to provide data and six-year improvement plans for specific performance indicators. SPP Indicator 13 deals with secondary transition and specifically requires data collection on: Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student s 1
4 transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B)) Sampling Plan Who collects this data? You may choose to collect this data based on your existing resources and professional judgment. One option would be to involve a review team including individuals such as: ISD transition coordinators ISD monitors Special education teachers Transition specialists at LEA Local special education directors/designees Least restrictive environment (LRE) coordinators Questions: Introduction We are collecting this compliance data to facilitate the quality improvement process needed to ensure compliance with SPP Indicator 13. There are five items designed to assess compliance; each item explores a specific element of Indicator The student was invited to the IEP Team meeting. 2. The student s post-secondary vision (post-secondary goals) is identified, including: a. Development/update of the post-secondary vision (postsecondary goals) was based upon evidence of current transition assessment information; b. The post-secondary vision (post-secondary goals) was updated annually; and c. The post-secondary vision (post-secondary goals) is measurable. 3. The IEP identifies the student s current: a. Academic achievement; b. Functional performance; and c. Transition related needs. 4. The IEP identifies transition services (including courses of study) that align with the post-secondary vision (post-secondary goals). 5. If any agency is likely to provide/pay for transition services: 2
5 a. Prior consent to invite any agency(s) was obtained from parent (or student if he/she has reached age of majority). b. A representative from identified agency(s) was invited to the IEP Team meeting 6. The IEP identifies at least one measurable annual IEP goal aligned with the post-secondary vision (post-secondary goals). To achieve compliance on this indicator an IEP review team must be able to answer yes to all six items. The premise of this data collection is that providing coordinated, measurable, annual IEP goals and transition services will ensure that the student receives the intended educational benefit. 3
6 Instructions for Completing the Checklist B13 Checklist Item 1. The student was invited to the IEP team meeting. Criteria from our student s perspective: Is there documentation of an answer to their question: Was I invited to my IEP Team meeting? Criteria for Indicator B13: Is there documentation of meeting the minimum standards? must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed. The LEA must invite a child with a disability to attend the child s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under (b). [34 CFR (b)] [20 U.S.C. 1414(d)(1)(B)] If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child's preferences and interests are considered. For a child with a disability beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, the notice also must--(i) Indicate--(A) That a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with Sec (b); and (B) That the agency will invite the student; and Evidence for compliance: For checklist compliance: Evidence that student was invited prior to IEP. (note of verbal invite; phone log; invitation; form, etc) b(1) If the child does not attend the IEP Team meeting, there must be evidence of other steps to ensure that the child's preferences and interests are considered (b)(2) To meet IDEA standards and full compliance: Parent notice must state the LEA will invite the student to the IEPT meeting. Student listed as attendee is not sufficient evidence in absence of: ο Proper notice and 4
7 ο Invitation to IEPT meeting Corrective action: Review/revise procedures for provision of proper notice and/or invitation Provide assurance for this and all students that proper notice is provided. B13 Checklist Item 2. The student s postsecondary vision (postsecondary goals) is identified, including: a) Development/update of the post-secondary vision (post-secondary goals) was based upon evidence of current transition assessment information; b) The post-secondary vision (post-secondary goals) was updated annually; and c) The post-secondary vision (post-secondary goals) is measurable. Criteria from our student s perspective: Is there documentation of an answer to their question: Where am I going to live? What occupation or career am I going to have? How will I become part of the community? Will I need additional school or training? What are the specific requirements to achieve my postsecondary goals? How can I make my vision of postsecondary life clearer this year? Is my EDP up to date and reflective of what I need this year? Criteria for Indicator B13: Is there documentation of meeting the minimum standards? 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment A postsecondary goal is generally understood to refer to those goals that a child hopes to achieve after leaving secondary school (i.e., high school) (IDEA 2004 Part B Regulations, (b)) Evidence for compliance: Statement(s) that describes student s post-secondary vision (PSV) that has outcome-orientation and is measurable, so it answers the question: Could you observe the attainment of the student s vision, 5
8 after they left school? Vision refers to measurable postsecondary goals that: ο Considers future employment, and/or future training or education and, if appropriate, a vision of independent living. A none or don t know response from student must show appropriate steps to clarify/explore options. At least one citation of age-appropriate transition assessment data must be documented. Could include: ο Education Development Plan (EDP) ο Career exploration programs ο Formal assessment (ESTR, TPI, etc.) ο Informational interviews/observation Evidence of updated PSV. (Could be comparison to previous IEP, or notation to show update) Reference to student PSV, cited in current/updated EDP would be sufficient documentation for this item. Corrective action: Reconvene IEP, or if appropriate, do an addendum to IEP. B13 Checklist Item 3. The IEP identifies the student s current: a) Academic achievement; b) Functional performance; and c) Transition related needs. Criteria from our student s perspective: Is there documentation of an answer to their question: How are my current academic classes going? What are my grades? How are my functional (including vocational) skills? Do I have and use the accommodations I need? Have the accommodations from my previous IEP been helpful Are there any other things I need to plan for when I look at my postschool vision? Criteria for Indicator B13: Is there documentation of meeting the minimum standards? and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals 6
9 A statement of the child s present levels of academic achievement and functional performance, including (i) How the child s disability affects the child s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children) ) (IDEA 2004 Part B Regulations, (b)) Evidence for compliance: Statements of current Academic achievement and functional performance, aligned with updated student s postsecondary vision, and based on: Baseline data of both academic and functional performance that describes current levels of performance, relative to student s postsecondary goals for training, education, employment and, where appropriate, independent living skills. Identification of transition-related need(s), relative to student s postsecondary vision. Corrective action: Reconvene IEP, or if appropriate, do an addendum to IEP. B13 Checklist Item 4. The IEP identifies transition services (including courses of study) that align with the post-secondary vision (post-secondary goals). Criteria from our student s perspective: Is there documentation of an answer to their question: What do I need to learn to reach my vision? What course(s) of study should I take in school that will move me closer to my vision? What credits do I need? Will I need a diploma to achieve my vision? What skills do I need to reach my vision, according to the assessments I ve taken? Are my course(s) of study (school classes/programs listed in my EDP) aligned with my vision of my postsecondary life? Has the point I will be ready to leave school been identified? When will I graduate? Am I aware of what community agencies can help me? Do I have contact information from community agencies that can help me? Do I know how to apply for agency services? Have I found out if I am eligible for agency services? 7
10 Criteria for Indicator B13: Is there documentation of meeting the minimum standards? transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals Transition services: a coordinated set of activities for a student with a disability that: ο Is within a results-oriented process, focused on improving the academic and functional achievement of the child with a disability to facilitate the child s movement from school to post-school activities, including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation; ο Is based on the individual child s needs, taking into account their strengths, preferences, and interests; ο Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation. Public Law No , 20 U. S. C. 1400, H. R Courses of study are defined as a multi-year description of coursework to achieve the student s desired post-school goals, from the student s current to anticipated exit year. Source: Storms, J., O Leary, E., & Williams, J. (2000). Evidence for compliance: Student s course of study is defined: Course of Study: Courses and educational experiences that align to the student s postsecondary vision (goal/s) ο For many students, course of study is the long term plan for determining general education courses (Michigan Merit Curriculum and electives like auto mechanics, computer assisted drawing, etc). The intent is to support the student s postsecondary PSV with the academics and other courses that align with the PSV and will eventually lead to the attainment of a diploma and the PSV. ο For some students that have moderate to severe disabilities, the course of study would be a long term plan in more generalized content areas like independent living, self determination, vocational skills, social skills, etc Discovery or skill-building activities identified in student s EDP would meet requirement of one additional transition activity and/or service when identified and cited. (w/ copy of EDP in file). 8
11 Indication that student will be taking a course of study leading to a diploma or school completion plan with statement of alignment to PSV is sufficient course of study statement Identification of at least one other transition activity and/or service that meets an identified transition need, and will assist student to achieve PSV. Corrective action: Reconvene IEP, or if appropriate, do an addendum to IEP. B13 Checklist Item 5. If any agency is likely to provide/pay for transition services: a) Prior consent to invite any agency(s) was obtained from parent (or student if he/she has reached age of majority); b) A representative from identified agency(s) was invited to the IEP Team meeting. Criteria from our student s perspective: Is there documentation of an answer to their question: Are there any community agencies involved in helping me this year? Were people from community agencies invited to my IEP team meeting? Have I or my parents (if under 18) given the OK to have anyone from an agency attend my IEP? Does the community agency know when I will graduate? And/or the point I will be ready to leave school? Criteria for Indicator B13: Is there documentation of meeting the minimum standards? and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority (1) In accordance with paragraph (a)(7) of this section, the public agency must invite a child with a disability to attend the child s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under (b). (2) If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child s preferences and interests are considered. (3) To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the 9
12 requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services. Evidence for compliance: Identification of any agency likely to provide or pay for transition services, and evidence the representative was invited with consent. (Check PLAAFP for any transition-related need) ο Evidence of consent from the parent (or age of majority student) to invite an outside agency to each IEP. This means that each time you plan an IEP AND you want to invite an outside agency that is likely to pay for or provide a service, you must get consent before you invite them to the meeting. For N/A, there must be evidence that student need was being met without agency assistance (age, lack of non-school-based support needs): ο Verify IEP has no indication of need of participation of outside agency ο Interview member of IEP team to verify (document result of interview) Note: Blanket consent to future IEPs is not acceptable Corrective action: Review/revise procedures for provision of proper consent to invite agency personnel. Provide assurance for this and all parents/students that proper consent is obtained. B13 Checklist Item 6. The IEP identifies at least one measurable annual IEP goal aligned with the post-secondary vision (post-secondary goals). Criteria from our student s perspective: Is there documentation of an answer to their question: What skills do I need to help me in school, in in the community, and to reach my vision, according to the assessments I ve taken? What are my annual goals/objectives, and will they help me reach my vision? Criteria for Indicator B13: Is there documentation of meeting the minimum standards? and annual IEP goals related to the student s transition services needs 10
13 (2)(i) A statement of measurable annual goals, including academic and functional goals designed to ο ο (A) Meet the child s needs that result from the child s disability to enable the child to be involved in and make progress in the general education curriculum; and (B) Meet each of the child s other educational needs that result from the child s disability... Evidence for compliance: Inclusion of at least one annual IEP goal that is aligned with achievement of the student s PSV. Identification of this goal includes: It is measurable Goal promotes progress towards PSV. Corrective action: Reconvene IEP, or if appropriate, do an addendum to IEP. 11
14 APPENDIX: Statutory Requirements and Additional Definitions Statutory Requirements for Items: Excerpted from Individuals With Disabilities Education Improvement Act of , SECTION 602, DEFINITIONS. (34) TRANSITION SERVICES: The term transition services means a coordinated set of activities for a child with a disability that (A) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (B) is based on the individual child s needs, taking into account the child s strengths, preferences, and interests; and (C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation. SECTION 614. EVALUATIONS, ELIGIBILITY DETERMINATIONS, INDIVIDUALIZED EDUCATION PROGRAMS, AND EDUCATINAL PLACEMENTS. (d) INDIVIDUALIZED EDUCATION PROGRAMS (1) DEFINITIONS (A) INDIVIDUALIZED EDUCATION PROGRAM (VIII) beginning not later that the first IEP to be in effect when the child is 16, and updated annually thereafter (aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; (bb) the transition services (including course/s of study) needed. Section 614(d)(1)(A)(i)(VIII)(aa) [Documentation that there are] measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. 1 Public Law , 108 th [Congress. Online, accessed 4/8/08.] Available: egislation/pl pdf. 12
15 Section 614(d)(4)(A)(i) (4) REVIEW AND REVISION OF IEP.-- (A) IN GENERAL.--The local educational agency shall ensure that, subject to subparagraph (B), the IEP Team-- (i) reviews the child's IEP periodically, but not less frequently than annually, to determine whether the annual goals for the child are being achieved; Additional definitions Adult Living This area emphasizes activities/strategies that focus on adult living skills. These are generally those activities that are done occasionally such as registering to vote, filing taxes, obtaining a driver s license, renting or buying a home, accessing medical services, obtaining and filing for insurance, accessing social security, etc.. Daily Living Skills Those activities that adults do nearly every day, like preparing meals, budgeting, maintaining a residence, paying bills, raising a family, caring for clothing, and/or personal grooming. Functional Vocational Evaluation This means the assessment process that provides information about job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed. This can include observations and formal or informal measures, and should be practical. Information gathered through a functional vocational assessment can be used to refine educational experiences, course of study, and employment activities/strategies in the statement of transition services. Employment Activities/strategies listed in this area focus on development of work-related behaviors, job seeking and keeping skills, career exploration, skill training, apprenticeship training, and actual employment. Community Experiences The emphasis in this area is on activities/strategies that are generally provided outside the school building and that prepare the student for participation in community life. These activities should encourage the student to participate in the community, including government, social, recreational, leisure, shopping, banking, transportation, and other opportunities. Related Services The IEP Team should consider the related service needs the student may have as he or she enters the adult world. If related services will be needed beyond school, the IEP should identify linkages to agencies serving adults before the student leaves the education system. Special education related services do not need to be repeated on the transition page. Further Education Activities/strategies listed in this area have to do with instruction, either formal or informal imparting of knowledge or skills. The activities can include, but are not limited to, such things as broad curricular areas of needed coursework, educational experiences, skill training, etc. 13
16 14
Secondary Transition IEPs
Secondary Transition IEPs Secondary Transition Statute Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based
More informationPresented by: Teresa Grossi Center on Community Living and Careers Indiana Institute On Disability and Community Indiana University
Presented by: Teresa Grossi Center on Community Living and Careers Indiana Institute On Disability and Community Indiana University Sponsored by: Center for Exceptional Learners Indiana Department of Education
More informationChapter 8: Secondary Transition
61 Chapter 8: Secondary Transition In this chapter you will: learn what is included in a transition plan get information about questions to ask the student to help in planning for his/her future find out
More informationSecondary Transition Planning and the IEP: What Families Need to Know
Secondary Transition Planning and the IEP: What Families Need to Know Bill Freeman New Jersey Department of Education Office of Special Education Programs Alice Hunnicutt Statewide Parent Advocacy Network
More informationIndividualized Education Program (IEP)
Page 1 of 14 Individualized Education Program (IEP) This file is a PDF of the model form for the Individualized Education Program (IEP). This document is not designed to be completed electronically or
More informationIEPS FOR SECONDARY STUDENTS
United Cerebral Palsy Association of Greater Indiana, Inc. 1915 West 18th Street, Suite C Indianapolis IN 46202 800-723-7620 Fax 317-632-3338 http://www.ucp.org RESOURCE MEMO #ED1 Date: June 11, 2003 RE:
More informationGuide. To Writing. Connected. IEPs
Guide To Writing Connected IEPs February 2007 Writing Connected IEPs The heart of IDEA is the written document called the Individualized Education Program. IDEA 2004 s emphasis is on the requirement that
More information5-L: SPECIAL EDUCATION PUPIL TRANSITION SERVICES
5-L: SPECIAL EDUCATION PUPIL TRANSITION SERVICES The term transition services, as defined in the Individuals with Disabilities Education Act (IDEA) [34 CFR 300.43] [20 U.S.C. 1401(34)], means a coordinated
More informationQuestions and Answers On Secondary Transition
Questions and Answers On Secondary Transition Revised September 2011 (New Section B) Regulations for Part B of the Individuals with Disabilities Education Act (IDEA) were published in the Federal Register
More informationSpecial Education School District Data Profile for 2011-12
Geneseo Central School District for The School District Data Profile is prepared in accordance with the requirement of the Individuals with Disabilities Education Act (IDEA). Each State must have a State
More informationIndividual Education Program (IEP) Form Guidance
The purpose of the IEP document is to provide a written record of the decisions made at an IEP meeting where parent(s) and school personnel jointly make decisions about the educational program for a student
More informationPART 2: DEVELOPING COURSES OF STUDY AND TRANSITION SERVICES
PART 2: DEVELOPING COURSES OF STUDY AND TRANSITION SERVICES SPONSORED BY THE NH TRANSITION COMMUNITY OF PRACTICE; NH RESPONDS, A RESPONSE TO INTERVENTION (RTI) PROJECT OF THE NH DEPARTMENT OF EDUCATION;
More informationSPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES
SPECIAL EDUCATION RIGHTS AND RESPONSIBILITIES Chapter 10 Information on Transition Services, Including Vocational Education TABLE OF CONTENTS Question Page 1. Does the school district have to help students
More informationUpdated December 2010- DRAFT. A Guide for Writing IEPs
Updated December 2010- DRAFT A Guide for Writing IEPs Comments We are interested in improving this guide and welcome your suggestions. You can email your comments to the Special Education Team at dpisped@dpi.wi.gov.
More informationAZ-TAS INDIVIDUALIZED EDUCATION PROGRAMS. Processes and Procedures for Developing IEPs for Students with Disabilities
AZ-TAS INDIVIDUALIZED EDUCATION PROGRAMS Processes and Procedures for Developing IEPs for Students with Disabilities Exceptional Student Services July 2012 TABLE OF CONTENTS General Information... 3 Federal
More informationIEP PR-07 Form. Revised Annotations for the. Contents. Using the IEP Form document
Revised Annotations for the IEP PR-07 Form The Ohio Department of Education, Office for Exceptional Children (ODE/ OEC) revised the individualized education program (IEP) form to align the elements of
More informationTexas Continuous Improvement Process Public Input and Information Meetings
Texas Continuous Improvement Process Public Input and Information Meetings 2008-09 Statewide Summary of Regional Feedback Texas Continuous Improvement Process Texas Education Agency Division of IDEA Coordination
More informationLOUISIANA DEPARTMENT OF EDUCATION SPECIAL SCHOOL PROGRAMS
PARENTAL NOTIFICATION LETTERS PRIOR WRITTEN NOTICE BY THE LOCAL SCHOOL SYSTEM http://www.doe.state.la.us 1-877-453-2721 Date: Contact Name: School: Telephone No.: To: To the Parent(s)/Guardian(s) of: Parents
More informationTransition Service Needs, e.g., COURSES OF STUDY A Documentation Guide
Transition Service Needs, e.g., COURSES OF STUDY A Documentation Guide Introduction Individualized Education Program (IEP) teams frequently struggle with completing the IEP content requirement of identifying
More informationPRESCHOOL/ELEMENTARY SCHOOL INDIVIDUALIZED EDUCATION PROGRAM (IEP)
PRESCHOOL/ELEMENTARY SCHOOL INDIVIDUALIZED EDUCATION PROGRAM (IEP) Student Demographics Student Name: Date: Student State ID #: DOB: Age: Grade: Gender: M F Ethnicity: Parent(s)/Guardian(s): Address: Home
More informationFCI Academy Community School District IRN 000585. Ohio Department of Education, Office for Exceptional Children 2011-2012 Onsite Review Summary Report
FCI Academy Community School District IRN 000585 7/10/2012 Ohio Department of Education, Office for Exceptional Children 2011-2012 Onsite Summary Report Introduction The Ohio Department of Education s
More informationPrinted in the United States of America
This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Dr. Marlene Simon-Burroughs served as the project officer. The views expressed
More informationTRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? TRANSITION PLANNING BEGINS
TRANSITION PLANNING WHICH STUDENTS NEED TRANSITION PLANNING AND WHEN? A process designed to plan for life after graduation, through identifying dreams, goals, instructional needs and supports is beneficial
More informationPreparing for Post Secondary Outcomes December 2014
Preparing for Post Secondary Outcomes December 2014 Webinar Logistics All participant microphones are muted Questions may be entered in the comment box throughout the presentation and will be answered
More informationCHAPTER 4 THE INDIVIDUALIZED EDUCATION PROGRAM (IEP) INTRODUCTION A. IEP TEAM
C H A P T E R 4 : T H E I N D I V I D U A L I Z E D E D U C A T I O N P R O G R A M ( I E P ) INTRODUCTION The Individualized Education Program is defined as a written statement for each student with an
More informationINDIVIDUALIZED EDUCATION PROGRAM & SPECIAL EDUCATION PROGRAMS & RELATED SERVICES
INDEX INDIVIDUALIZED EDUCATION PROGRAM & SPECIAL EDUCATION PROGRAMS & RELATED SERVICES 7.1 PURPOSE AND SCOPE..7 1 7.2 INDIVIDUALIZED EDUCATION PROGRAM REQUIREMENTS..7 1 7.2. A. DEVELOPMENT OF IEP......7
More informationGuide to Special Education
Guide to Special Education 2630 West Howell Road Mason, Michigan 48854 http://www.inghamisd.org (517) 676-1051 Revised 3.1.12 The Parent Advisory Committee of the would like to thank Martha Perske, for
More informationFLORIDA DEPARTMENT OF EDUCATION
FLORIDA DEPARTMENT OF EDUCATION DPS: 2013-65 Date: August 21, 2013 Pam Stewart Commissioner of Education Technical Assistance Paper Assistive Technology for Students with Disabilities Summary: The purpose
More informationNEW HAMPSHIRE DEPARTMENT OF EDUCATION SPECIAL EDUCATION PROGRAM APPROVAL VISITATION CASE STUDY COMPLIANCE REVIEW
NEW HAMPSHIRE DEPARTMENT OF EDUCATION SPECIAL EDUCATION PROGRAM APPROVAL VISITATION CASE STUDY COMPLIANCE REVIEW Enriched Learning Center SUMMARY REPORT James Cochran, Executive Director Maureen Soraghan,
More informationPolicy Brief. David Brewer Cornell University
With Support from the New York State Education Department, Vocational and Educational Services for Individuals with Disabilities TransQUAL Resource Center Policy Brief Enhancing Transition for Students
More informationTransition Planning Ideas for Parents
Transition Planning Ideas for Parents Where Will I Work? Where will I Live? I hope I can.. I prefer to.. to... I want to.. Should I continue my Education and / or complete vocational training? What resources
More informationSouth Carolina Department of Education Office of Special Education Services Monitoring Overview and Rubric (MOR) for IEP Development
South Carolina Department of Education Office of Special Education Services Monitoring Overview and Rubric (MOR) for IEP Development Item Inquiry Components and Corresponding IDEA Sections and Regulations
More informationState Public Records - The Annual Performance Plan (APR)
Report to Public FFY 2013 APR (July 1, 2013 June 30, 2014) Page 1 Children with Disabilities ages 3 to 5: 0 Children and Youth with Disabilities ages 6 to 21: 192 Children and Youth with Disabilities:
More informationSPECIAL EDUCATION MANUAL
SPECIAL EDUCATION MANUAL TABLE OF CONTENTS RESPONSE TO INTERVENTION PST/REQUEST PROCEDURES. 4 Procedure for student assistance 4 Request Process. 4 IEP AND REVIEW OF EXISTING EVALUATION DATA (REED) DEADLINES..
More informationMichigan Department of Education, Office of Special Education Michigan s State Performance Plan Annual Public Reporting
Michigan Department of Education, Office of Special Education Michigan s State Performance Plan Annual Public Reporting All data reported are from Michigan s Annual Performance Report, submitted 2/1/2012.
More informationTransition. to Adult Living. An Information and Resource Guide
Transition to Adult Living An Information and Resource Guide Transition to Adult Living An Information and Resource Guide Transition to Adult Living Acknowledgements The 2007 Transition to Adult Living:
More informationTITLE SLIDE GOES HERE
Systematic Review of Best Practices in Transition Planning: Strategies for Occupational Therapists TITLE SLIDE GOES HERE Optional subhead would go here Andrew Persch, MS, OTR/L & Dennis Cleary, OTD, MS,
More informationQ&A: Related Services
Q&A: Related Services The (MDE), Division of Compliance and Assistance, has developed this document to assist school districts and parents who have raised questions about related services. The intention
More informationImportance of Health in Transition Planning for Special Education Students: The Role of the School Nurse
Importance of Health in Transition Planning for Special Education Students: The Role of the School Nurse Transition to adulthood is a process all youth face as they reach the end of their high school years.
More informationThe powerpoint and handouts for today s webinar can be downloaded from the www.secondarytransition.org website: Under hot topics
The powerpoint and handouts for today s webinar can be downloaded from the www.secondarytransition.org website: Under hot topics PaTTAN s Mission The mission of the Pennsylvania Training and Technical
More informationThe IEP Process: Frequently Asked Questions
The IEP Process: Frequently Asked Questions A. DEVELOPMENT OF THE IEP February 2010 Developed for Rhode Island Department of Elementary and Secondary Education Deborah A. Gist Commissioner Rhode Island
More informationARKANSAS DEPARTMENT OF EDUCATION SPECIAL EDUCATION AND RELATED SERVICES 5.00 FREE APPROPRIATE PUBLIC EDUCATION (FAPE) July 2008
ARKANSAS DEPARTMENT OF EDUCATION SPECIAL EDUCATION AND RELATED SERVICES July 2008 5.01 PROVISION OF FAPE 5.01.1 Subject to 34 CFR 300.101 and this part, the State of Arkansas must ensure that all children
More informationFLORIDA DEPARTMENT OF EDUCATION
FLORIDA DEPARTMENT OF EDUCATION STATE BOARD OF EDUCATION T. WILLARD FAIR, Chairman Members DONNA G. CALLAWAY Dr. Eric J. Smith Commissioner of Education DR. AKSHAY DESAI ROBERTO MARTÍNEZ PHOEBE RAULERSON
More informationRelated Service providers in Transition
Related Service providers in Transition A Webinar by the: National Secondary Transition Technical Assistance Center NSTTAC Presenters Moderator: Laurie Ray, MPT, PhD >laurie_ray@med.unc.edu (NC) Physical
More informationTHE STATUS OF TRANSITION IN NEVADA PRELIMINARY REPORT INTERAGENCY TRANSITION ADVISORY BOARD
THE STATUS OF TRANSITION IN NEVADA PRELIMINARY REPORT INTERAGENCY TRANSITION ADVISORY BOARD Presented to The Legislative Committee on Persons with Disabilities June 19, 2006 By Mrs. Kris Christiansen,
More informationIEP PR-07 Form. Annotations for the new. Contents. Using the IEP Form document
Annotations for the new IEP PR-07 Form The Ohio Department of Education, Office for Exceptional Children (ODE/ OEC) revised the individualized education program (IEP) form to align the elements of the
More informationEx Officio Members Jennifer M. Granholm, Governor Michael P. Flanagan, Superintendent of Public Instruction
EDP Fundamentals Guidelines for the Use of Educational Development Plans (EDPs) Michigan Department of Education: 2009 Table of Contents Page 2 Why Do Students Need an Educational Development Plan (EDP)?
More informationProcedures for Review of Existing Evaluation Data (REED) and Development of an Evaluation Plan April 2009
Procedures for Review of Existing Evaluation Data (REED) and Development of an Evaluation Plan April 2009 revised 11/09 State Board of Education Kathleen N. Straus, President John C. Austin, Vice President
More informationc. # of children found eligible with lep s developed and implemented by their third birthday 1,468 37 1,277 31 0 C Divided by (a-b- d- e)
Table A - Data a- # of children served in Part C referred to Part B for eligibility determination b. # of those referred determined to be NOT eligible and whose eligibility was determined prior to their
More informationPost-School Outcomes Surveys: Coming Soon to a Student Near You!
Post-School Outcomes Surveys: Coming Soon to a Student Near You! Prepared by: Deborah Leuchovius, Project Director Technical Assistance about Transition and the Rehabilitation Act Project (TATRA) at PACER
More informationUnderstanding Compliance Issues Manual RELATED SERVICES (February 2014)
Understanding Compliance Issues Manual RELATED SERVICES (February 2014) What the law says: Related services means transportation and such developmental, corrective, and other supportive services as are
More informationTips for Planning an IEP with a Vision Toward College
Tips for Planning an IEP with a Vision Toward College Listed below are suggestions for you to consider as you plan your next IEP. These tips are divided into the same sections you should find on your IEP.
More informationEXTENDED SCHOOL YEAR PROGRAMS AND SERVICES QUESTIONS AND ANSWERS
EXTENDED SCHOOL YEAR PROGRAMS AND SERVICES QUESTIONS AND ANSWERS 1. Who is eligible for extended school year programs and services? 2. Must the IEP for the extended school year program be identical to
More informationIndividual Education Program (IEP) A Technical Assistance Guide
Individual Education Program (IEP) A Technical Assistance Guide South Dakota Department of Education Special Education Programs 800 Governors Drive Pierre, SD 57501 August 2013 The Individuals with Disabilities
More informationNew Mexico Public Education Department
New Mexico Public Education Department Technical Assistance Manual Special Education Office Santa Fe, New Mexico Revised, Fall 2005 This document will be updated upon issuance of IDEA 2004 regulations.
More informationThe Least Restrictive Environment (LRE): Question & Answer Document
The Least Restrictive Environment (LRE): Question & Answer Document A collaborative project of the Texas Education Agency and the Statewide Access to the General Curriculum Network Copyright Notice These
More informationLouisiana Special Education Guidance
Louisiana Special Education Guidance This document outlines how special education policies impact students with disabilities and serves as a reference guide for LEA administrators and high school staff
More informationEduc Ed a u t c iona ation l Pla al Plan n n n in igng Educational Development Plan (EDP)
: School Counselors Role and Post-Secondary Planning April 15, 2008 1 Educational Planning Educational Planning The first step in developing an individualized approach to learning starts with the Educational
More informationMassachusetts Department of Elementary and Secondary Education
Guidelines for the Transition Specialist Endorsement October 2013 Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T.
More informationCHAPTER 4: IEP/IFSP PLANNING STANDARDS
Rochester Public Schools: Total Special Education System Manual CHAPTER 4: IEP/IFSP PLANNING STANDARDS T a b l e o f C o n t e n t s Chapter 4: IEP/IFSP Planning Standards Date of Last Revision Introduction:
More informationToday, society supports the successful transition from school to the adult world
Introduction Today, society supports the successful transition from school to the adult world for students. As educators and others in the helping professions, we expect our students and clients to become
More informationIndicator 1: Graduation
The Individuals with Disabilities Education Act (IDEA) requires each state to report to the public on state-level data and individual school division-level data and to report on whether the state and the
More informationSpecial Education Program Plan Statement
In effect: January 1, 2001 Updated: November 2011 INTRODUCTION IDEA -2004 The federal special education law, the Individuals with Disabilities Education Act (IDEA), was reauthorized in December of 2004
More informationUNITED STATES DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES
UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES September 3, 2013 W. Kelly Dude Anderson, Dude & Lebel, P.C. Attorneys at Law Plaza of the Rockies North 111
More informationTaxonomy for Transition Programming
Taxonomy for Transition Programming A Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs Paula D. Kohler, Ph.D. WESTERN MICHIGAN UNIVERSITY and TRANSITION RESEARCH
More informationGlossary of Special Education Terminology
Glossary of Special Education Terminology 1. "A Child with a Disability": A student who has been properly evaluated in accordance with regulations who is found to have a disability which results in the
More informationIndividualized Education Program. The Curriculum & Instruction Department-Special Education Programs of Newport
Individualized Education Program The Curriculum & Instruction Department-Special Education Programs of Newport News Public Schools has the responsibility for ensuring that an IEP is developed and implemented
More informationTransition Planning From High School to Adult Life: A Student Handbook
Transition Planning From High School to Adult Life: A Student Handbook OREGON DEPARTMENT OF EDUCATION OFFICE OF STUDENT LEARNING & PARTNERSHIPS July 2008 It is the policy of the State Board of Education
More informationMichigan Merit Curriculum High School Graduation Requirements
Michigan Merit Curriculum High School Graduation Requirements 45 Understanding Michigan s graduation requirements will enable you to help your child obtain a high school diploma and ultimately succeed
More informationAssisting Members in Attaining Education Goals
Assisting Members in Attaining Education Goals Importance of Education and Employment o Education is often the key to financial security through employment. o Consistent with treating members like anybody
More informationRights of Students with Disabilities in CTE Programs. Jane Silveria, State Supervisor Special Populations/CTE Jane.silveria@fldoe.
Rights of Students with Disabilities in CTE Programs Jane Silveria, State Supervisor Special Populations/CTE Jane.silveria@fldoe.org 850-245-9022 1004.91 Requirements for career education program basic
More informationChapter 6: Individualized Education Programs (IEPs)
33 Chapter 6: Individualized Education Programs (IEPs) In this chapter you will: learn the parts of an IEP learn who is on an IEP team discover tips and things to remember when working on the IEP understand
More informationReport to Michigan on Recommendations for Systems Transformation Related to Employment First
Report to Michigan on Recommendations for Systems Transformation Related to Employment First Prepared in support of the Employment First State Leadership Mentoring Project(EFSLMP) U.S. Department of Labor,
More informationCOMMUNITY EXPERIENCES
TRANSITION SERVICES EXAMPLES of COORDINATED SET of ACTIVITIES ~ SAMPLE ACTIVITIES and STRATEGIES ~ INTRODUCTION The sample activities/strategies in each of the following transition areas on the following
More informationIndividual Learning Plans
Individual Learning Plans College and Career Readiness Webinar Series May 12, 2015 Lisa Harney College and Career Readiness Individual Learning Plans AGENDA College and Career Readiness Planning for success
More informationIndividualized Education Program
School District Name: School District Address: School District Contact Person/Phone #: Individualized Education Program IEP Dates: from Grade/Level: to Parent and/or Student Concerns What concern(s) does
More informationA STUDENT S GUIDE TO PLANNING FOR LIFE AFTER HIGH SCHOOL
A STUDENT S GUIDE TO PLANNING FOR LIFE AFTER HIGH SCHOOL A handbook of information and resources for students with disabilities transitioning from school to the community Revised by: Elizabeth M. Harrison,
More informationprepare them for further education, employment, and independent living.
Transition Assessment for Students with Significant Cognitive Disability Susan Loving Nov. 8, 2011 Purpose of SpEd a free appropriate public education that emphasizes special education and related services
More informationReevaluation Procedures for Students with Disabilities
Reevaluation Procedures for Students with Disabilities BACKGROUND This is one of a series of technical assistance materials related to the final regulations implementing the 1997 Amendments to Part B and
More informationRubric for Evaluating North Carolina s School-Based Occupational Therapists
Rubric for Evaluating North Carolina s School-Based Occupational Therapists Standard 1: School-based therapists demonstrate leadership, advocacy, and collaborative and ethical Element a. Leadership. School-based
More informationFederal Register / Vol. 71, No. 156 / Monday, August 14, 2006 / Rules and Regulations
Federal Register / Vol. 71, No. 156 / Monday, August 14, 2006 / Rules and Regulations 46661 determination required in 300.306(a)(2). Comment: Several commenters requested that the written report include
More informationWhat is special education?
P arents play an important role in their children s education. When a child has a disability and needs special education, parents are their most important advocates. If you believe that your child has
More informationREQUEST FOR PERSONAL CURRICULUM
Page 1 REQUEST FOR PERSONAL CURRICULUM In April 2006, Public Acts 123 & 124 were passed and beginning with the class of 2011, they specified 16 credits which are a minimum required to graduate from a Michigan
More informationSchool Support System Report and Support Plan. Paul Cuffee Charter School December 2012
Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Paul Cuffee Charter School December 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative
More informationCFR 300.5 CFR 300.6 CFR 300.105 CFR 300.346(a)(2)(v) TEC 30.0015 19 TAC 89
Assistive Technology Legal Reference Assistive Technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device.
More informationINDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM REPORT
Van Buren ISD 490 S Paw Paw St Lawrence, MI 49064-9328 Phone: 2696748091 INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM REPORT Date of IEP Team Meeting: 09/20/2014 Date of Last Evaluation IEP: 09/15/2013
More informationIndividualized Education Program (IEP)
1 FREQUENTLY ASKED QUESTIONS Individualized Education Program (IEP) Timelines for Developing the IEP: What are the timelines for developing an IEP after a determination of eligibility is made? After a
More informationWRITING S.M.A.R.T. GOALS AND EVALUATING YOUR PLAN
1 1 WRITING S.M.A.R.T. GOALS AND EVALUATING YOUR PLAN Session Purposes In this session you will learn strategies to : become an informed stakeholder examine Indicator Data develop SMART goals based on
More informationTransition to Careers Subcommittee April 11, 2016
Transition to Careers Subcommittee April 11, 2016 The final stage of a student s education is post-high school. Transition from school services to adulthood can be a particularly difficult time for many
More informationNew York State Education Department Individualized Education Program (IEP) 1. Washingtonville CSD Office of Pupil Personnel Services February 16, 2011
New York State Education Department Individualized Education Program (IEP) 1 Washingtonville CSD Office of Pupil Personnel Services February 16, 2011 Opening Avenues to Learning Individualized Education
More informationEXTENDED SCHOOL YEAR SERVICES
EXTENDED SCHOOL YEAR SERVICES GUIDELINES FOR SCHOOLS Office of Exceptional Children South Carolina Department of Education November 2001 Inez M. Tenenbaum State Superintendent of Education Contents Acknowledgements...
More informationSecondary Transition Building the Future
Secondary Transition Building the Future 1 S e c o n d a r y T r a n s i t i o n Contents Overview... 3 Background Information... 3 IDEA Regulations... 3 Materials/Resources... 3 PowerPoint Presentation...
More informationTransition for Families: Preparing for Life After High School Family Conference April 5, 2014
Transition for Families: Preparing for Life After High School Family Conference April 5, 2014 Division of Specialized Instruction and Student Support Workshop Goals To develop an understanding of: Transition
More informationEast Bridgewater Public School District
East Bridgewater Public School District COORDINATED PROGRAM REVIEW REPORT OF FINDINGS Dates of Onsite Visit: February 28, 2011 March 3, 2011 Date of Draft Report: July 18, 2011 Date of Final Report: August
More informationHigh School to College Transition for Students with Specific Learning Disabilities. Best Practice Documentation Guidelines for Secondary Educators
High School to College Transition for Students with Specific Learning Disabilities Best Practice Documentation Guidelines for Secondary Educators The following document was developed by a group of secondary
More information2. Providing information and assistance to students with disabilities and their parents/guardians
Certificated Personnel AR 4112.23(a) SPECIAL EDUCATION STAFF Any teacher assigned to serve students with disabilities shall possess a credential that authorizes him/her to teach the primary disability
More informationRHODE ISLAND DEPARTMENT OF HUMAN SERVICES OFFICE OF REHABILITATION SERVICES Section 115.10 POLICY AND PROCEDURES MANUAL Rev.
I. LEGAL AUTHORITY: EMPLOYMENT Rehabilitation Act of 1973, as amended in Title IV of the Workforce Investment Act of 1998; Sections 7(11), 12(C), 100(a)(2),102(b)(3)(A) of the Act; 29 U.S.C. 705(11), 720(a)(2),
More informationDeveloping Quality IEP s. NMPED/SEB Technical Assistance Manual
Developing Quality IEP s NMPED/SEB Technical Assistance Manual Section I: Introduction Format Tips: Provide guidance for improving the quality and compliance of the IEP Checkpoints: Key points to ensure
More informationThis definition of special education comes from the Individuals with Disabilities Education Act (IDEA), Public Law 105-17.
Questions Often Asked About Special Education Services By the National Dissemination Center for Children with Disabilities (NICHCY), 1999. Public Domain. I think my child may need special help in school.
More informationTransition - Postsecondary Goals. 3 Groups based on NSTTAC http://www.nsttac.org/
Transition - Postsecondary Goals 3 Groups based on NSTTAC http://www.nsttac.org/ 1. Employment must have Postsecondary Goal 2. Education / Training - must have Postsecondary Goal 3. Independent Living
More information