IEP (Individual Education Plan) Phases 1 and 2 (Special Education)

Below is a list of the participants (by name and position) the division will be inviting to attend the IEP meeting: (list at least 5 attendees)

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM

COVER PAGE

Student Name_________________________________________________________________________ Page ___ of ___

Student ID Number 123456789 Grade_______

DOB ____/____/____ Age* ________ Disability(ies) (if identified) ____________________________________________

Parent Name________________________________________________________________________________

Home Address_____________________________________________________ Phone # (H) (____)__________________

_____________________________________________________ Phone # (W) (____)__________________

Daet of Transition IEP meeting…………………...………………………………….....……..………….._____/_____/_____

Date parent notified of Transition IEP meeting…………………………………………...………………_____/_____/_____

Date student notified of Transition IEP meeting……………..…………………...………………………_____/_____/_____

This Transition IEP will be reviewed no later than ………..………………………..……….……………_____/_____/_____

Most recent eligibility date…………………………….…………………………………….……………._____/_____/_____

Next re-evaluation, including eligibility, must occur before ………....………………..…..…………….._____/_____/_____

Copy of IEP given to parent/student by (Name)____________________________________ On (Date)_____/_____/_____

IEP Teacher/Manager_________________________________________ Phone Number (____)______________________

The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to consensus on a plan and an appropriate and effective education for the student. No two teams are alike and each team will arrive at different answers, ideas and supports and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan.

PARTICIPANTS INVOLVED:

The list below indicates that the individual participated in the development of this Transition IEP and the placement decision; it does not authorize consent. Parent or student (age 18 or older) consent is indicated on the “ Prior Notice/Consent” page. This section must be complete.

NAME OF PARTICIPANT POSITION

_____________________________________________________ ____________________________________

_____________________________________________________ ____________________________________

_____________________________________________________ ____________________________________

_____________________________________________________ ____________________________________

_____________________________________________________ ____________________________________

* The student and parent must be informed at least one year prior to turning 18 that the IDEA procedural safeguards (rights) transfer to the student at age 18 and be provided with an explanation of those procedural safeguards. Date informed _____/_____/_____ Student Initials ____MJ______ Parent Initials _____SJ, RJ_____

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM

FACTORS FOR IEP TEAM CONSIDERATION

Student Name________________________________________________ Date ____/____/____ Page _____ of _____

Student ID Number123456789

During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team document that the factors were considered and any decision made relative to each. The factors are addressed in other sections of the IEP if not documented on this page. (for example: see Present Level of Academic Achievement and Functional Performance). You will apply the information you learned about Michael to the questions below. I recommend you be thorough in this section. Each question should be addressed in this section. Do not refer them to the PLOP or any other area of the IEP. You must fill in each section.

1. Results of the initial or most recent evaluation of the student;

______________________________________________________________________________________________________________

2. The strengths of the student;

______________________________________________________________________________________________________________

3. The academic, developmental, and functional needs of the student;

______________________________________________________________________________________________________________

4. The concerns of the parent(s) for enhancing the education of their child; (All parents have concerns. Use the information given to determine what these might be).

______________________________________________________________________________________________________________

5. The communication needs of the student;

______________________________________________________________________________________________________________

6. The student’s needs for benchmarks or short-term objectives;

______________________________________________________________________________________________________________

7. Whether the student requires assistive technology devices and services;

______________________________________________________________________________________________________________

8. In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions, strategies, and supports to address that behavior;

______________________________________________________________________________________________________________

9. In the case of a student with limited English proficiency, consider the language needs of the student as those needs relate to the student’s IEP;

___________________________________________________________________________________

10. In the case of a student who is blind or is visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media, including an evaluation of the student’s future needs for instruction in Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the student; When considering that Braille is not appropriate for the child the IEP team may use the Functional Vision and Learning Media Assessment for Students who are Pre-Academic or Academic and Visually Impaired in Grades K-12 (FVLMA) or similar instrument; and

___________________________________________________________________________________________________

11. In the case of a student who is deaf or hard of hearing, consider the student’s language and communication needs, opportunities for direct communications with peers and professional personnel in the student’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. The IEP team may use the Virginia Communication Plan when considering the student's language and communication needs and supports that may be needed.

___________________________________________________________________________________________________

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Student Name__________________________________________________________ Date____/____/____ Page ___of___

Student ID Number 123456789

The Present Level of Academic Achievement and Functional Performance summarize the results of assessments that identify the student’s interests, preferences, strengths and areas of need. It also describes the effect of the student’s disability on his or her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, math, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective measurable terms, to the extent possible. There should be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP.

___________________________________________________________________________________

This section should be completed in paragraph form and should include all of the information requested in the paragraph directly above it. Again, be thorough. This information is very important to have in a real IEP meeting. Test scores are a great way to disclose this information and may be in chart form if you prefer, but a chart it is not required. The assignment requires this to be approximately one page in length. TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, Continued

Student Name________________________________________________________ Date ____/____/____ Page ___of___

Student ID Number 123456789

PRESENT LEVEL OF ACADEMIC ACHEIVEMENT AND FUNCTIONAL PERFORMANCE, continued.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

DIPLOMA, AND TRANSITION STATUS

Student Name________________________________________________________ Date ____/____/____ Page ___of___

Student ID Number 123456789

THIS IS THE END OF THE WEEK 3 ASSIGNMENT. TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

MEASURABLE ANNUAL GOALS, PROGRESS REPORT

Student Name_______________________________________________________ Date____/____/____ Page ___of___

Student ID Number123456789 Area of Need________________________________________

Make sure your goals are MEASURABLE. Do not confuse annual goals with learning objectives. These are annual goals, meaning they are for the school year. See the objectives below that will coordinate with this annual goal. For example, if this is an annual goal for math, the objectives below will help Michael achieve this annual goal.

# _____ MEASURABLE ANNUAL GOAL:

The IEP team considered the need for short-term objectives/benchmarks.

Short-term objectives/benchmarks are included for this goal. (Required for students participating in the VAAP)

Short-term objectives/benchmarks are not included for this goal.

Does this annual goal help the student make progress toward a postsecondary goal? Yes No

If YES, which postsecondary goal?

* Progress reports will be provided at least as often as parents are informed of the progress of their children without disabilities.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SHORT TERM OBJECTIVES OR BENCHMARKS, as determined by IEP Team

(Required for students participating in the VAAP)

Student Name__________________________________________________________ Date____/____/____ Page ___of___

Student ID Number123456789 Goal # _____ Area of Need: ___________________________

Short Term Objectives or Benchmarks, as needed

Note that these are short term goals, and not annual goals. These will be more specific in nature and will need to be observable and measurable. These objectives/benchmarks will help Michael achieve the annual goal you stated above. See pages 49-58 in the Gibbs text.

Objective/Benchmark #___

Objective/Benchmark #___

Objective/Benchmark #___

Objective/Benchmark #___

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

MEASURABLE ANNUAL GOALS, PROGRESS REPORT, continued

Student Name_______________________________________________________ Date____/____/____ Page ___of___

Student ID Number123456789 Area of Need________________________________________

# _____ MEASURABLE ANNUAL GOAL:

The IEP team considered the need for short-term objectives/benchmarks.

Short-term objectives/benchmarks are included for this goal. (Required for students participating in the VAAP)

Short-term objectives/benchmarks are not included for this goal.

* Progress reports will be provided at least as often as parents are informed of the progress of their children without disabilities.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SHORT TERM OBJECTIVES OR BENCHMARKS, as determined by IEP Team

(Required for students participating in the VAAP)

Student Name__________________________________________________________ Date____/____/____ Page ___of___

Student ID Number123456789 Goal # _____ Area of Need: ___________________________

Short Term Objectives or Benchmarks, as needed

Objective/Benchmark #___

Objective/Benchmark #___

Objective/Benchmark #___

Objective/Benchmark #___

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

MEASURABLE ANNUAL GOALS, PROGRESS REPORT, continued

Student Name_______________________________________________________ Date____/____/____ Page ___of___

Student ID Number123456789 Area of Need________________________________________

# _____ MEASURABLE ANNUAL GOAL:

The IEP team considered the need for short-term objectives/benchmarks.

Short-term objectives/benchmarks are included for this goal. (Required for students participating in the VAAP)

Short-term objectives/benchmarks are not included for this goal.

* Progress reports will be provided at least as often as parents are informed of the progress of their children without disabilities.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SHORT TERM OBJECTIVES OR BENCHMARKS, as determined by IEP Team

(Required for students participating in the VAAP)

Student Name__________________________________________________________ Date____/____/____ Page ___of___

Student ID Number123456789 Goal # _____ Area of Need: ___________________________

Short Term Objectives or Benchmarks, as needed

Objective/Benchmark #___

Objective/Benchmark #___

Objective/Benchmark #___

Objective/Benchmark #___

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT

ACCOMMODATIONS/MODIFICATIONS

Student Name_________________________________________________________ Date____/____/____ Page ___of___

Student ID Number123456789

This student will be provided access to general education classes, special education classes, other school services and activities including nonacademic activities and extracurricular activities, and education related settings:

___ with no accommodations/modifications

___ with the following accommodations/modifications

Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student equal opportunity to access the curriculum and demonstrate achievement. Accommodations/modifications also provide access to nonacademic and extracurricular activities and educationally related settings. Accommodations/modifications based solely on the potential to enhance performance beyond providing equal access are inappropriate.

Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response. The impact of any modifications listed should be discussed. Since Michael has an IEP, he is in need of some type of accommodation and/or modification. Based on his PLOP, what will you do to increase his learning? Do not just send him to the resource room all day every day. Make these accommodations meaningful for Michael. All of these should be filled in.

ACCOMMODATIONS/MODIFICATIONS (list, as appropriate)

* IEP teams are required to identify the specific school site (public or private) when the parent expresses concerns about the location of the services or refuses the proposed site. A listing of more than one anticipated location is permissible, if the parents do not indicate that they will object to any particular school or state that the team should identify a single school.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued

PARTICIPATION IN THE STATE ACCOUNTABILITY/ASSESSMENT SYSTEM

Student Name________________________________________________________ Date ____/____/____ Page ___of___

Student ID Number123456789

This student’s participation in state assessments must be discussed annually. During the duration of this IEP:

For this chart, erase the one that is not your answer and only leave the one you are choosing. When complete, each square should only contain either a YES or a NO, not both.

If “yes” to any of the above, check the assessment(s) chosen and attach (or maintain in student’s educational record) the assessment page(s), which will document how the student will participate in Virginia’s accountability system and any needed accommodations and/or modifications.

State Assessments:

___ SOL Assessments and retake (SOL) Reading Math Science History/Social Science Writing

___ Virginia Substitute Evaluation Program* (VSEP) Reading Math Science History/Social Science Writing

___ Virginia Grade Level Alternative* (VGLA) Reading Math Science History/Social Science Writing

___ Virginia Alternate Assessment Program** (VAAP)

___ Other State Approved Substitute(s): ______________________________

* Refer to Procedures for Determining Participation in the Assessment Component of Virginia’s Accountability System

and the Procedural Manuals for VSEP and/or VGLA.

** Refer to Virginia Alternate Assessment Program (VAAP) Participation Criteria and Procedural Manual.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PARTICIPATION IN THE STATE ACCOUNTABILITY/ASSESSMENT SYSTEM (continued)

Student Name________________________________________________________ Date ____/____/____ Page ___of___

Student ID Number 123456789

PARTICIPATION IN STATEWIDE ASSESSMENTS

For this chart, erase the one that is not your answer and only leave the one you are choosing. When complete, each square should only contain either a YES or a NO, not both.

* An IEP team may not exempt a student from participation in a content area assessment, only determine how the student will be assessed.

** Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment. For

the accommodations that may be considered, refer to “Accommodations/Modifications” page of the IEP.

EXPLANATION FOR NON-PARTICIPATION IN REGULAR STATE ASSESSMENTS

Alternate/Alternative Participation Criteria is attached or maintained in the student’s educational record

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

THIS IS THE END OF THE WEEK 5 ASSIGNMENT.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued

Student Name________________________________________________________ Date____/____/____ Page ___of___

Student ID Number 123456789

Least Restrictive Environment (LRE)

When discussing the least restrictive environment and placement options, the following must be considered:

· To the maximum extent appropriate, the student is educated with children without disabilities.

· Special classes, separate schooling or other removal of the student from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

· The student’s placement should be as close as possible to the child’s home and unless the IEP of the student with a disability requires some other arrangement, the student is educated in the school that he or she would attend if he or she did not have a disability.

· In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she needs.

· The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a particular student with a disability, the alternative placement is appropriate as documented by the IEP.

Free Appropriate Public Education (FAPE)

When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate:

SERVICES: Identify the service(s), including frequency, duration and location, that will be provided to or on behalf of the student in order for the student to receive a free appropriate public education. These services are the special education services and as necessary, the related services, supplementary aids and services based on peer-reviewed research to the extent practicable, assistive technology, supports for personnel*, accommodations and/or modifications* and extended school year services* the student will receive that will address area(s) of need as identified by the IEP team. Address any needed transportation and physical education services including accommodations and/or modifications.

Extended School Year Services: (see attached summary sheet as a means to document discussion)

The IEP team determined that the student needs ESY services.

The IEP team determined that the student does not need ESY services. Describe.

* These services are listed on the “Accommodations/Modifications” page and “Extended School Year Services” page, as needed.

** IEP teams are required to identify the specific school site (public or private) when the parent expresses concerns about the location of the services or refuses the proposed site. A listing of more than one anticipated location is permissible, if the parents do not indicate that they will object to any particular school or state that the team should identify a single school.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued

Student Name_________________________________________________________ Date____/____/____ Page ___of___

Student ID Number 123456789

PLACEMENT

No single model for the delivery of services to any population or category of children with disabilities is acceptable for meeting the requirement for a continuum of alternative placements. All placement decisions shall be based on the individual needs of each student. The team may consider placement options in conjunction with discussing any needed supplementary aids and services, accommodations/modifications, assistive technology, and supports for school personnel. In considering the placement continuum options, check those the team discussed. Then, describe the placement selected in the PLACEMENT DECISION section below. Determination of the Least Restrictive Environment (LRE) and placement may be one or a combination of options along the continuum.

Placement Continuum Options Considered (check all that have been considered):

Services provided in:

___ general education class(es)

___ special class(es)

___ special education day school

___ state special education program / school

___ residential facility

___ home-based

___ hospital

___ other (describe):

PLACEMENT DECISION: ____________________________________

Based upon identified services and the consideration of least restrictive environment (LRE) and placement continuum options, describe in the space below the placement. Additionally, summarize the discussions and decision around LRE and placement. This must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities. Attach additional pages as needed.

Explanation of Placement Decision: ______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

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TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

MIDDLE / SECONDARY TRANSITION

Student Name_______________________________________________________ Date____/____/____ Page ___of___

Student ID Number 123456789

MEASURABLE POST SECONDARY GOALS and TRANSITION SERVICES

(To be developed no later than the IEP to be in effect at age 14, or earlier, if appropriate)

DOCUMENTATION OF TRANSITION ASSESSMENTS

Are the postsecondary goals based upon age-appropriate formal and informal transition assessments? ___No ___Yes

If yes, identify these assessments in the Present Level of Academic Achievement and Functional Performance or indicate which age-appropriate transition assessments were conducted for the development of measurable postsecondary goals and transition activities, as well as the date they were conducted:

Formal and informal Assessments (list name of assessment and date administered):

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MEASURABLE POSTSECONDARY EMPLOYMENT GOAL: Considered, but not appropriate at this time |_|

Describe how the student’s courses of study support attainment of this postsecondary goal:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MEASURABLE POSTSECONDARY EDUCATION GOAL(S) (e.g., higher education, and continuing/adult education): Considered, but not appropriate at this time |_|

Describe how the student’s courses of study support attainment of this postsecondary goal:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MEASURABLE POST SECONDARY TRAINING GOAL(S) (e.g., career and technical education, military service, on-the-job training, apprenticeship): Considered, but not appropriate at this time |_|

Describe how the student’s courses of study support attainment of this postsecondary goal:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MEASURABLE INDEPENDENT LIVING/COMMUNITY PARTICIPATION GOAL(S): Considered, but not appropriate at this time |_|

Describe how the student’s courses of study support attainment of this postsecondary goal:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

EXTENDED SCHOOL YEAR SERVICES (ESY)

(Optional)

Student Name_________________________________________________________ Date____/____/____ Page ___of___

Student ID Number 123456789

Identify the Extended School Year services needed to meet these goals:

** IEP teams are required to identify the specific school site (public or private) when the parent expresses concerns about the location of the services or refuses the proposed site. A listing of more than one anticipated location is permissible, if the parents do not indicate that they will object to any particular school or state that the team should identify a single school.

TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP)

PRIOR NOTICE AND PARENT CONSENT

Student Name__________________________________________________________ Date____/____/____ Page ___of___

Student ID Number123456789

PRIOR NOTICE

The school division proposes to implement this IEP. This proposed IEP will allow the student to receive a free appropriate public education in the least restrictive environment. This decision is based upon a review of current records, current assessments and the student’s performance as documented in the Present Level of Academic Achievement and Functional Performance. Other options considered, if any, and the reason(s) for rejection is attached, or can be found in the Placement Decision section of this IEP. Additionally, other factors, if any that are relevant to this proposal are attached. Parent and adult student rights are explained in the Procedural Safeguards. If you, the parent(s) and adult student, need another copy of the Procedural Safeguards or need assistance in understanding this information please contact ________________________________ at (___) ____________ or e-mail ________________________________ or

________________________________ at (___) ____________ or e-mail ________________________________ .

____ Parent(s) initials here indicate that the parent(s) has read the above prior notice and attachments, if any, before giving

permission to implement this IEP.

PARENT/ADULT STUDENT CONSENT: Indicate your response by checking the appropriate space and sign below.

X I give permission to implement this IEP.

___ I do not give permission to implement this IEP.

________________________________________________________ ____/____/____

Parent Signature or Adult Student Signature (if appropriate) Date

TRANSFER OF RIGHTS AT THE AGE OF MAJORITY (age 18):

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