Joyce Sager, Ed.D.Gadsden City HighApril 2013

Gather and organize existing dataInterview Students Parent and Teacher SurveysUse appropriate assessments

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.

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

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 NOPComplete

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 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.

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

Nope!!!