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					Highlighting
 Transition
and the IEP



Presented By:
IEP Managers
NYCDOE
Integrated Service Centers
2009 - 2010



                             1
                      The IEP Managers

Staten Island ISC Janet Blit: jblit@schools.nyc.gov



Brooklyn ISC Nick Chavarria: nchavar@schools.nyc.gov



Manhattan ISC Madeline Rochelle: mrochel@schools.nyc.gov



Queens ISC Tanya Smith: tsmith18@schools.nyc.gov




                                                           2
                   Table of Contents
I – The What and Why of Transition
II – Phases of Transition
III - Transition Focused Reviews 2009-2010 (NYC/SED)
       Random Sampling – Indicator 13
IV – Transition Mandates and the IEP
V – Exit Summary
VI - Appendix




                                                       3
                   Audience Poll
               Who is in the audience?
• Teachers
• Administrators
• Related Service Providers
• Clinicians
• Other




                                         4
The What and Why of Transition
                                   and

 The Level I Vocational Assessment




 for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process”




                                                                                       5
                     Audience Poll
                     What is Transition?
A. A coordinated set of activities designed to be within a results-
   oriented process, that is focused on improving the academic
   and functional achievement of the student with a disability, to
   facilitate the student’s movement from school to post-school
   activities
B. The movement of a student from elementary to middle school
C. The movement of a student from middle to high school
D. The evaluation process for “Turning Five” students




                                                                      6
            Transition is:

A coordinated set of activities designed to
be within a results-oriented process, that
is focused on improving the academic and
functional achievement of the student with
a disability, to facilitate the student’s
movement from school to post-school
activities.

                                          7
                          Coordinated Set of Activities
    Shall include statements that show inter-connectedness among
                 transition activities in the following areas:
Instruction e.g.:
         studying resume writing,
         career exploration,
         personal finances

Community experiences e.g.:
         including summer jobs

The development of employment and other post-school adult living objectives
Acquisition of daily living skills and functional evaluation, where appropriate e.g.:
         navigating the subway,
         banking/
         budgeting,
         self care, etc.

Related services e.g.:
         working with the speech provider on interview strategies,
         business etiquette or
         how to speak to a supervisor/customer

IEP meetings (include student & parent)
Exit Summary


                                                                                        8
   Transition services include,
      but are not limited to:
Post-secondary education
Vocational education
Integrated competitive employment
Continuing and adult education
Adult services
Independent living
Community participation




                                     9
When and How are Transition Services Indicated?

In the year that the student turns 12: A Level 1 Vocational Assessment is
conducted (See SOPM pages 220-222).

In the year that the student turns 14: Incorporate findings from the Level 1
Vocational Assessment into the IEP
     > Begin using the Transition page (10) of the IEP (Long Term Adult
        Outcomes only).

In the year that the student turns 15: The Transition Services (bottom half of
the page) are added to the Transition page of the IEP and implemented by the
school.
     > Transition Services begin.

In the year the student graduates or turns 21 (leaves school): An Exit
Summary must be conducted (See SOPM pages 224-229)




                                                                                 10
         Level I Vocational Assessment
                    (SOPM Page 50 & Pages 220-222)


The Level I Vocational Assessment is required for all initially
referred students age 12 or older and must be part of the
information considered at the review of an IEP for all students
receiving special education services who will turn age 12.
A Level 1 Vocational Assessment incorporates information
gathered from the:
         student
         parent
         teacher(s) / provider(s)
utilizing the DOE Level 1 Vocational Assessment interview
forms, and a review of school records to determine vocational
skills, aptitudes, and interests.


                                                                  11
   Levels of Vocational Assessments
Based on the student‟s age, abilities, expressed interests, and needs, an
appropriate vocational assessment may include:


Level I - the review of existing school information and the conduct of
informal interviews (SOPM page 220-222)
Level II - the administration of one or more formal vocational evaluations
Level III - job and student performance analyses made in real or
simulated work settings as reported by the student, employer, job coach,
or vocational evaluator.




                                                                             12
     IEP Meetings – Transition Planning

•Beginning at age 14, if appropriate, students must be invited to
all IEP meetings.
•An invitation letter must be sent to the student.
•The invitation should prepare the student for the IEP meeting
by asking the student to think about the following:

•What do you want to do after you complete school?
•What can you do now to achieve these goals?
•What skills do you still need to learn?
•What kind of support do you need?




                                                               13
                   NOTICE OF INDIVIDUAL EDUCATION PROGRAM (IEP) TRANSITION PLANNING MEETING
                                     (distribute along with Notice of IEP Conference)

Dear (Student‟s Name):
                                                                                                                    SAMPLE
You are invited to participate in your next IEP/Transition planning meeting scheduled for:
              DAY/DATE:______________________________
              TIME:____________________________________
              PLACE___________________________________
At this meeting we would like to talk with you about how you are doing in school, what you would like to do when you complete
school, and what activities your Individualized Education Program (IEP) should include. These activities will be added to your
program to help you prepare for your future, and learn the skills that you will need as an adult to be successful in living, learning and
working after you complete school. Before the meeting please think and talk with others about what you want to do after you
complete school, what you can do now to achieve those goals, what skills you still need to learn and what kind of help you will need.

We would like you to come to the IEP/Transition meeting ready to share the following information:
      What kind of job do you want to have?
      Where will you live-on your own or with others? What do you want to know more about?
      What will you do with your free time?
      How much money can you earn, how will you pay your bills?
      How will you get around-by car, by subway, bus, special transportation?

At the IEP/Transition meeting you will also be getting information to help you make choices. The following people have been invited
to come to the meeting to help your program:
               STAFF:_______________________________
               SCHOOL:_____________________________
               AGENCY:_____________________________
These people know you and have suggestions to make, or they know about different programs for you.
If you would like to invite anyone else to the meeting please let us know.

Remember this is the first step. You will have time during the next few years to try out different ideas. We will work with you to help
you explore and decide what you want to do in the future and to help you prepare for it. I look forward to seeing you at the meeting
and assisting you in planning a good program for your future success. Please have your parent call ______ to confirm at _____.
                                                                      Sincerely,
                                                                      _______________________________________
                                                                      Title:
                                                                                                                                      14
       The Phases of transition
                                  and

                         Indicator 13




for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process”




                                                                                      15
NYS Performance Plan

6 year plan
20 State Performance Plan indicators
Measurable & rigorous targets
Improvement strategies
Annual Performance Reports (APR)
Public reporting of district results
Consequences for insufficient progress




                                         16
                   Audience Poll
                        What is Indicator 13?
A. A Halloween ritual
B. A part of the New York State drivers‟ test.
C. Part of the performance plan that requires NY State to
   annually report the percentage of youth aged 15 and above
   with an IEP that includes coordinated, measurable, annual IEP
   goals and transition services that will reasonably enable the
   student to meet the (measurable) post-secondary goals.
D. A procedure used by NY State to gather data on students who
   have graduated/left secondary education that evaluates
   Transition preparation of the students.



                                                                   17
                                                                                                        Indicator #5:
                                                                         Indicator #4:                Least Restrictive
   Indicator #1:       Indicator #2:             Indicator #3:
 Graduation Rates                                 Assessment
                                                                       Suspension/Expuls               Environment –
                      Drop-Out Rates
                                                                              ion                        School Age
                                        State Performance Plan Indicators



   Indicator #6:       Indicator #7:            Indicator #8:                   Indicator #9:            Indicator #10:
 Least Restrictive       Preschool                Parental                  Disproportionality in    Disproportionality in
  Environment –         Outcomes                Involvement                 Special Education by    Classification/Placement
     Preschool                                                                 Race/Ethnicity          by Race/Ethnicity




                                                                                                         Indicator #15:
                       Indicator #12:         Indicator #13:                Indicator #14:             Identification and
   Indicator #11:
     Child Find
                      Early Childhood           Secondary                    Post-School                 Correction of
                         Transition                                                                     Noncompliance
                                                Transition                    Outcomes


                                                 Indicator #18:
                       Indicator #17:                                         Indicator #19:
  Indicator #16:                               Hearing Requests                                     Indicator #20:
                        Due Process          Resolved by Resolution             Mediation
Complaint Timelines                                                                                 State Reported Data
                         Timelines                  Session                    Agreements




                                                                                                                        18
   State Performance Plan: Indicator 13


  #13: …requires the State to annually report the
percentage of youth aged 15 and above with an IEP that
includes coordinated, measurable, annual IEP goals and
transition services that will reasonably enable the
student to meet the (measurable) post-secondary goals.
                               ((20 U.S.C. 1416(a)(3)(B))




                                                            19
     State Performance Plan Reporting

School to NYSED


NYSED to USDOE
                  (Annual Performance Report – APR)
                            (Statewide results)


NYSED to Public

   State reports annually to the public on the performance of each District /School on the
      targets in the State Performance Plan
      http://eservices.nysed.gov/sepubrep/




                                                                                             20
Indicator 13 in NYC

Random Sampling 100 students
Sample & report each year
Maintain documentation 7 years
Team reviews IEP‟s
Tallies results, determines compliance
Reports results to SED
Must meet all 8 criteria for compliance
Expectation = 100% compliance




                                          21
               Transition Focused Reviews 2009-2010                                                        (SED / NYC)

                      Transition Focused Review Activities:
                                (Random Sampling)
Student record reviews
    •Students‟ current IEP, including transition plan;
    •Students‟ transcripts;
    •Students‟ latest report cards and /or interim assessments conducted for the student since September 2008 to the present;
    •Students‟ current class schedules/program cards;

Interviews
    •Building administrators
    •Transition linkage coordinator
    •Special education teachers
    •General education teachers
    •Students

Visits to classrooms and other areas of instruction
    •Career track classes (e.g., law, economics, medicine, etc.)
    •Vocational classes/internship placements (e.g., culinary arts, electronics, aviation, etc.)
    •General academic classes that relate directly to the students postsecondary interests as noted in their IEPs (e.g., math,
    music, science, etc.)

Education benefit activity-Transition focus
    •Determining if the IEP/Transition Plan was reasonably calculated to result in educational benefit and attainment of measurable post-secondary
    goals
    •Reviewing IEP Transition Plan for three students over a period of three years

Parent informational sessions


                                                                                                                                                     22
      Determination of                                                              NYC TRANSITION FOCUSED REVIEW COMPLIANCE SUMMARY
                                Citation      Item #
        Compliance                                                                                          Issue

Yes        No       NA   200.4(d)(2)(ix)        1      Transition Services. For those students beginning not later than the first IEP to be in effect when the student is age 15 (and at a
                                                       younger age if deemed appropriate), and updated annually, the IEP shall, under applicable components of the student‟s IEP, include:



Yes        No       NA   200.4(d)(2)(ix)(a)     2      Under the student‟s present levels of performance, a statement of the student‟s needs, taking into account the student‟s strengths,
                                                       preferences and interests, as they relate to transition from school to post-school activities as defined in section 200.1(fff) of this Part;
                                                       (Present level of performance - IEP Pages 3,4 & 5)



Yes        No       NA   200.4(d)(2)(ix)(b)     3      Appropriate measurable postsecondary goals based upon age appropriate transition assessments relating to training, education,
                                                       employment, and where appropriate, independent living skills; (Measurable post secondary goals – IEP Page 10)


Yes        No       NA   200.4(d)(2)(ix)(c)     4      A statement of transition service needs of the student that focuses on the student‟s course of study, such as participation in advanced-
                                                       placement courses or a vocational education program; (Present level of performance - IEP Pages 3 and 10)


Yes        No       NA   200.4(d)(2)(ix)(d)     5      Needed activities to facilitate the student‟s movement from school to post-school activities, including 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; and (Needed transition activities - IEP Page 10)



Yes        No       NA   200.4(d)(2)(ix)(e)     6      A statement of responsibilities of the school district and, when applicable, participating agencies for the provision of such services and
                                                       activities that promote movement from school to post-school opportunities, or both, before the student leaves the school setting.
                                                       (Responsibilities-school & agencies – IEP Page 10)



Yes        No       NA   200.4(d)(4)(i)(c)      7      If the purpose of the meeting is to consider the postsecondary goals for the student and the transition services needed to assist the
                                                       student in reaching those goals, the school district shall invite the student. If the student does not attend, the district shall take steps to
                                                       ensure that the student‟s preferences and interests are considered. To the extent appropriate and with parental consent or consent of a
                                                       student 18 years of age or older, the school district must invite a representative of any participating agency that is likely to be
                                                       responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so,
                                                       the district should take steps to involve the other agency in the planning of any transition services; (IEP page 2, also see Student invite letter -
                                                       See sample student invite)




Yes        No       NA   200.4(e)(7)            8      The school district must provide special education and related services to a student with a disability in accordance with the student‟s
                                                       IEP and must make a good faith effort to assist the student to achieve the annual goals and, if appropriate, short-term instructional
                                                       objectives or benchmarks listed in the student‟s IEP. (Measurable goals – IEP Page 6)



Yes        No       NA   200.4(c)(4)            9      A school district is not required to conduct a reevaluation of a student before the termination of a student‟s eligibility due to
                                                       graduation with a local high school or Regents diploma or exceeding the age eligibility for a free appropriate public education but is
                                                       required to provide such student with a summary of the student‟s academic achievement and functional performance, which shall
                                                       include recommendations on how to assist the student in meeting his or her post-secondary goals. (Student Exit Summary-SOPM-Pages 218-223)

                                                                                                                                                                                                     23
                                         Educational Benefit Chart/ Focus Transition
Present Levels   Needs and      Annual Goals         Accommodations    Services and   Progress                Transition Services
of Performance   Concerns       including Post       & Modifications   Placements     Toward         Activities to Support Post Secondary Goals
                                                                                                     (Required for students 15 years and older)
                               Secondary Goals                                         Goals



                             Training                                                            Instructional Activities




                             Education                                                           Community Integration




                             Employment                                                          Post High School




                                                                                                 Independent Living
                             Independendent Living




                                                                                                 Daily Living Skills/Functional Vocational
                                                                                                 Assessment




                                                                                                                                                  24
                  Classroom / Instructional Area Visitation Observation Form

Evidence of support for transition        Observed      Comments
                                        Yes        No

The student is attending the
vocational, career or technical
education classes designated on
his/her schedule.

Curricular/Instructional
accommodations are appropriate to
student‟s present levels of
performance and management needs


Assistive technology/specialized
equipment are implemented as
appropriate for the student.

Instruction helps the student to meet
postsecondary goals.

Instruction/materials address the
interests of the student.

There is evidence that the
school/class is responsible for
implementing transition services.




                                                                               25
                                Parent Informational Session Discussion Questions
1.      Do you know what Transition means in relation to your child?
2.      Do you know if your child has been evaluated in relation to his/her postsecondary interests, goals and/or needs and
        aptitudes?
3.      Do you know if your child will graduate with a local/Regents diploma or an IEP diploma?
4.      Have you asked your child about their future interests and concerns?
5.      Have you been asked by someone at the school what you feel your child needs in order to prepare for postsecondary and
        adult life?
6.      Did you attend your child’s IEP meeting (either in person or over the telephone)?
7.      Did your child attend the meeting?
8.      Was your child’s transition needs and goals discussed at the meeting?
9.      Was there sufficient time to discuss all areas of concern?
10.     Did you receive a copy of your child’s IEP and Transition Services?
11.     Were you satisfied with the transition recommendations? Why/why not?
12.     Is your child receiving his/her transition services?

      SUGGESTED TOPICS FOR DISCUSSION AT PARENT INFORMATIONAL SESSIONS FOR TRANSITION
1. IDEA 2004- describes the required components of the transition plan.
•       Student must be invited to participate in the IEP meetings to discuss his/her goals for life after high school.
•       Meetings to discuss Transition planning may be requested during the school year.
•       Representatives of local agencies may be invited to Transition meetings to discuss goals and services to support goals.
•       The IEP, including the transition plan, should reflect the student’s interests and skills.
•       Annual transition goals in the IEP should lead to successful post high school outcomes.
•       Progress towards meeting post-secondary goals should be documented and measurable.
•       For example – progress reports about a child’s community based work experience should be reported and included in
        any discussion about employment after graduation.

2. Definitions and clarifications of terms relating to Post Secondary Goals and Transition Planning
•       Preparation for postsecondary school, careers, and adult living and requires that the school analyze child’s interests and
        abilities in relation to these outcomes and provide goals and services that will help your child to achieve success in
        realizing his/her goals.
•       What is Transition?
•       What are transition services?
•       What is an Individualized Educational Program (IEP)?

3. What must be included in a Transition IEP?
•       Present Levels of Performance,
•       Postsecondary goals,
•       Annual goals
•       Transition Services and supporting activities including monitoring of progress, roles of school, parents, outside
        agencies.
4. What parents need to know about for transition and post secondary planning
        •        Graduation requirements and the effect of graduation on eligibility for special education services
        •        Names of local agencies that provide transition program, job coaching, etc.
        •        If appropriate contact information for local Office of Mental Retardation
        •        Post high school training programs, local vocational schools, etc.

                                                                                                                                     26
 The IEP Page-by-Page
     Connections:
Educational Benefit Review Process

    for the ISC PROTRAXX Professional Development: “Educational Benefit Review Process”




                                                                                          27
THE IEP: DOES IT ALL CONNECT?
Is there a clear connection of the student’s transition needs throughout the IEP?

    Determine if there is a clear relationship among:
            > Present levels of performance
            > Identified needs
            > Annual goals
            > Transition
            > Short term objectives (required only for Pre-K & Alternate
              Assessment Students)
            > Progress reports
            > Accommodations/modifications
            > Recommended services



                                                                               28
                                         Educational Benefit Chart/ Focus Transition
Present Levels   Needs and      Annual Goals         Accommodations    Services and   Progress                Transition Services
of Performance   Concerns       including Post       & Modifications   Placements     Toward         Activities to Support Post Secondary Goals
                                                                                                     (Required for students 15 years and older)
                               Secondary Goals                                         Goals



                             Training                                                            Instructional Activities




                             Education                                                           Community Integration




                             Employment                                                          Post High School




                                                                                                 Independent Living
                             Independendent Living




                                                                                                 Daily Living Skills/Functional Vocational
                                                                                                 Assessment




                                                                                                                                                  29
                                                 Educational Benefit Chart/ Focus Transition
Present Levels       Needs and          Annual Goals               Accommodations         Services and          Progress                 Transition Services
of Performance       Concerns           including Post             & Modifications        Placements            Toward          Activities to Support Post Secondary Goals
                                                                                                                                (Required for students 15 years and older)
                                       Secondary Goals                                                           Goals
                                      (Long-Term Adult
                                          Outcomes)
Judy,17, is in      Reads at 3rd     Training                      Judy will receive      Judy will            Recorded     Instructional Activities
10th grade with     grade level,     Within one year Judy          all curriculum-        participate in a     on the IEP   Judy will continue to be instructed in a multi-
19 credits.         affecting all    will view 30 non-             related material via   Transition           at the end   sensory reading program to remediate her
                    areas of class   fiction/news programs on      books on CD or         Advisory period      of every     disability in the area of decoding and improve
Wants to pursue     work and         television/internet related   read aloud by a        each week.           reporting    her reading ability.
a career in         homework.        to medical professions        peer reader.                                period.
nursing                              and write three-                                     Judy will be                      Community Integration
                    Writing          paragraph reports (using      Judy will receive      placed with a                     Judy will join the school‟s chapter of “Future
Average             affected by                                    prepared class         local hospital for
auditory and                         spell check/word                                                                       Nurses of America” in order to learn more about
                    poor spelling    prediction software) on       notes from             summer                            nursing and related medical professions and to
reading             (3rd grade                                     teachers for           employment.
comprehension                        each program. Advisory                                                                 experience social opportunities with other
                    level)           teacher will examine the      comparison and                                           students with similar vocational interests..
skills                                                             correction of her
                    Needs more       reports for content and
Reads at 3rd                         writing skills.               own notes taken                                          Post High School
                    information                                    during class.
grade level,        regarding                                                                                               Judy will enroll in a local hospital‟s volunteer
affecting all       medical          Education                     Judy will be                                             Saturday program in order to experience a
areas of class      professions      Judy will enroll in a four-   permitted to use                                         medical employment work site.
work and                             year nurse training           spell check and                                          Judy will explore vocational options, schools and
homework.                            program.                      word prediction                                          training programs related to medicine.
Unable to                                                          software..
decode multi-                                                                                                               Independent Living
syllabic words                       Employment                    Judy will                                                Judy will receive instruction in personal
                                     Judy will be employed         participate in all                                       finances, including managing a checkbook and
Writing affected                                                   assessments with
by poor spelling                     full-time as a Nurse.                                                                  budget management.
                                                                   instructions and
(3rd grade level)                                                  test questions and                                       Daily Living Skills/Functional Vocational
Strong auditory                      Independendent Living         answer choices                                           Assessment
learner                              Judy will live in a           read aloud, except                                       Judy will participate in assessment to identify
                                     dormitory during              for when reading                                         her vocational strengths and needs and to assist
Good calculation                     nursing school and will       aloud would                                              her in setting vocational goals.
and conceptual                       maintain her own              interfere with the
math skills                          apartment when she            construct of the
etc.etc.etc.                         becomes employed              test.




                                                                                                                                                                              30
             Summary of Educational Benefit
                 reflects on the quality of IEP development to increase student access, participation,
                                   and progress in the general education curriculum

The intent of a “Free Appropriate Public Education” (FAPE) for students with disabilities is: to design
individualized instruction with sufficient supports and services to enable the student to receive educational
benefit.

What is Educational Benefit?
      > Determining if there is a clear relationship between: the identified needs/present levels of
        performance, annual goals, accommodations/modifications & services/placement
                (DOES IT ALL CONNECT?)
      > Have changes to annual goals, services/placement been made based on the results of the
        student’s progress?
                (HAS THE IEP BEEN WRITTEN/MODIFIED TO MEET THE STUDENT’S CURRENT NEEDS?)
      > Information on the student’s IEP: strengths, needs, annual goals, accommodations & modifications,
        services/placement & progress compared – looking for patterns over the past 3 years
                (DOES THE IEP GIVE A CLEAR PICTURE OF THE STUDENT’S PROGRESS THROUGH THE YEARS?)

The Purpose of the Educational Benefit Review Process is:
to determine whether the design of the IEP was *reasonably calculated for the student to receive
educational benefit.
                * Reasonable Calculation evaluates if the IEP reflects on the student’s present levels of
                  performance, goals, supports & maximize access, participation & progress in the general
                  education curriculum



                                                                                 Staten Island Integrated Service Center (ISC)   31
        Infusing Transition into the IEP
                          200.4(d)(2)(ix)

       Transition elements must be included in students’:

Present Level of Performance Statements
Measurable Post Secondary Goals
Measurable Annual Goals
Special Education Services
Coordinated Transition Activities
Participating Agency Assistance




32
                                                            32
                   Audience Poll
    How many viewers have read or written a Transition IEP?


A. I have read/written a Transition IEP.
B. I have not read /written a Transition IEP.




                                                              33
                     The IEP Must Include
     Statements that show the interconnectedness between transition
                     activities in the following areas:


 Instruction
 Related services
 Community experiences
 The development of employment and other post-school
 adult living objectives and
 Acquisition of daily living skills and functional vocational
 evaluation, where appropriate



34
                                                                      34
School: ____________           Student’s Name: _______________________                       Date: ___________
                              SAMPLE IEP Meeting Agenda (SOPM p. 77)
    Note: The District Representative “chairs” the meeting

    1) Member Introduction: title and role at the IEP Meeting
    2) Purpose of IEP Meeting and summary of the IEP team obligations
    3) Review of Procedural Safeguards with parent(s)
    4) Identification of evaluations and other information for consideration to determine:
    •       whether the student has an identified disability; and
    •       whether the student requires special education services
    5) IEP Development
            present levels of performance
    •       annual goals*
    •       accommodations, if necessary
    •       promotion criteria
    •       diploma objectives/transition
    •       recommended services and level of service delivery
    6) Summary of IEP determinations and opportunity for parent to ask questions
    7) If the meeting is a subcommittee meeting, inform the parent of their right to request a Full Committee meeting if s/he
            disagree with the recommendation**
    8) Next Steps, as necessary (for example, the placement process outlined in SOPM-section 7)
    9) Finalized IEP to be distributed at the end of the meeting or immediately sent to parent.

    NOTES:
•   The date the IEP is provided to parent must be indicated on the Contact Sheet in the student‟s file.
•   Complete “Placement Preference Form” located in the SOPM-page 210, if program is not available in current school.
•   Complete Level 1 Vocational Assessment (age 12+) and/or Diploma Objective/Transition Plan (*age 14+).
•   Students 14+ MUST be invited to the IEP Meeting (if applicable).
•   *Draft IEP goals may be brought to Annual Review meetings by the special education teacher and/or Related
            Service Providers to be discussed and finalized at the meeting with the parent.
•   **The DOE has ultimate responsibility to ensure that the IEP includes the services that meet the needs of the student.



                                                                                                                            35
             SOPM:
Spotlight on the IEP Page-by-Page



                   Color Codes:
                   Yellow-SOPM pages
                   Orange-Transition Highlights
                   Grey-FYIs
                   Blue-Transition Citations
                                                  36
                                                                                                                     We urge schools to combine the 3-year-review (Tri) (if
                                                                  An IEP may be amended only                         applicable) and the annual review, by moving the IEP
              Check this box to indicate that this               after an annual review meeting.                     Meeting up to the earlier compliance date, when possible.
               IEP reflects Transition Services                      (See SOPM Pages 13, 72-73)



  IEP Meeting                        (ISP-See SOPM Page 92, 119-121)
    Agenda
(See SOPM Page 77)



 VERIFY                                                                                                                                                 200.4(d)(2)(ix)
                                                                                                                                           Indicate the
                                                                                                                                           student’s
                                                                                                                                           current grade.


 VERIFY                          Definition of a Parent (See SOPM Pages 35-38)
                                                     Parental Revocation (See SOPM Pages 41, 140-141, 193 & 194)



                                          VERIFY - NEVER LEAVE BLANK


                                                                                                                                 Note: for all CTT classes K-12
                         IEP meeting recommendations are written here at the end of meeting
 Checking this box                   e.g. Special Class with Related Services (if applicable)                                      the staffing ratio is 12:1
    indicates                                                                                                                        (See SOPM Page 13)
     “Special
    Education”
   Transportation                Medical/physical:       (See SOPM: Pages 92, 120- Alternate placement statements- if applicable:)
                                     ”ABR”

                                                                                                         (See SOPM page 55: Bilingual Cascade)
                                                                       (The type of vehicle (e.g. mini wagon) is not to be indicated on the IEP-See SOPM page 94)




                                       Prior to writing on this line, contact your school’s Special Education Liaison for “Specialized Transportation” Procedures



                                                                                                                                                                          37
NOTE: All
mandated                                                                                                                Check appropriate box below
members
MUST sign
this page
only if
they
attend the
IEP
meeting
                    Mandated Member
                                                      (See SOPM Page 65)
      Mandated & designated by the Principal                                                    Mandated Member                                       (See SOPM
                                                                                                                                                      Page 64 & 67)
                                           (See SOPM Pages 66-67, 71, 76, 103, 109 & 153)
                    Mandated Member                                                            (See SOPM Pages 67, 69, 71 & 72)
                                           (See SOPM Pages 64, 65, 67, 70, 75, 104 & 153)
   Students age 14 and older,
   must be invited to the IEP meeting              (See SOPM Page 66)              See Sample Student IEP Meeting Invitation Handout
   - (see sample invite)
   200.4(d)(4)(i)(c)                                                                                Chapter 408               Additional Members (See SOPM Page 68)
                                           (See SOPM Pages 64, 67, 69, 70 & 74))                 (See SOPM Page 112)


                                                                                                              Member Excusal (See SOPM Pages 70 – 72 & 179)
                                                                                                              NOTE: IEP TEAM MANDATED MEMBERS CANNOT BE
                                                                                                              EXCUSED FROM INITIAL MEETINGS




                                                    All changes must be written here & check appropriate box


                                  These dates must be indicated
                                                                                                                                       not to exceed one year
                                        not to exceed one year
                           These dates must be indicated
                                                                                                                            These dates must be indicated
                                               (See SOPM Page 76)

                                               (See SOPM Page 76)



                                                                                                                SC/CTT Preference Form (See SOPM Pages 109)

                                                                                                                                                                 38
  200.4(d)(2)(ix)(a)


Present Levels of Performance Samples
        (See SOPM Pages 105-107)

                                             Student’s STRENGTHS & needs should be described in this section.
      Transition interests                   Describe the instructional implications of the testing results listed below
                                             (What does the testing results listed below look like in classroom instruction?).
      and needs are part
                 IMPORTANT: All student’s academic needs described in this section should be addressed on
         of the PLoPs
                                                                      IEP page 6-annual goals.
200.4(d)(2)(ix)(c)                         Include present levels of performance from related service providers (if applicable).

               Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP pages 6 & 10

                                                                    _____                                                                  _____
                                    Results of the assessments in                                         Results of the assessments in
                                       this section should be                                                this section should be
                                          described above                                                       described above
                                       (Scores recorded should be current –                                  (Scores recorded should be current –
                                                  within 1 year)                                                        within 1 year)

                                                                        Mandated Three-Year Review
                                                                          (See SOPM Pages 31, 73 & 175)




                                                                         (See SOPM Pages 81, 105 & 107)


                     Indicate the instructional modifications and resources to enable the student to succeed (e.g. learning styles,
                     visual aids, books on tape, manipulatives, etc.). What will the student need immediately for access to grade-
                     level curriculum (what modifications, if any) while remediation related to Annual Goals is taking place?




                                                                                                                                                    39
200.4(d)(2)(ix)(a)                        ____

                                                                                                 Social skills relevant to job
                                           (See statement above for details)
                                                                                                 interviews or on-the-job behaviors
                                                                                                 need to be described here.

                 Present Levels of Performance Samples
                              (See SOPM Pages 105-107)




                                                                                     FBA/BIP (See SOPM     Pages 48, 51, 105, 149, 151, & 153)


                                                                                   If either of these last 2 boxes are checked then

                                                                                   FBA & BIP Required

                                                                    (See SOPM Pages 81 & 107)




                                                                                            A BIP should be developed and implemented
                FYI: All students with an IEP recommendation for a behavior                 collaboratively by the teachers, paraprofessional (if
                management/crisis paraprofessional should have an FBA & BIP                 applicable), related service providers (if applicable) and
                                                                                            staff working with the student.


                                                                                                                                                         40
200.4(d)(2)(ix)(a)



                                                                (See SOPM Pages 105-107)     Health needs that might affect
                                                                                             career development/occupational
        All Special Alerts from IEP Page 1 should be reflected here                          skills must be described here.
            Include present levels of performance from related service providers
                          (if applicable, e.g. OT, PT, Health, etc.)




                                                                                             This should be reflective of page 1
             Do not write specific name of any medication




                                                                                                           (See SOPM Pages 52, 70, 96, 105 & 256)




                                                            (See SOPM Pages 81, 105 & 107)
                     e.g. F.M. Unit




                                                                                                                                              41
                          # of Report cards


                                     (See SOPM Pages 107-108)

    Annual Goals are statements developed to address the needs from the PRESENT
    LEVELS OF PERFORMANCE and are written in measurable terms, describe a skill,                          See Progress
   knowledge or behavior that the student can be reasonably expected to accomplish                         key below
                                   within one year.
                 All Related Service Providers must collaborate & contribute functional goals



(See SOPM              Short term objectives (required for Pre-K & alternate assessment students only)
Pages 107-108)      are intermediate steps moving towards the achievement of the student’s annual goals

                                                                                                            Progress reports
                                                                                                           are to be completed
                                                    (See SOPM Pages 108)                                     and sent home
                                                                                                          every marking period
                  Goals relating to transition should address the educational                             for every annual goal
                  instruction that will be provided to the student to achieve
                  post-secondary goals & interests as indicated on IEP pages
                  3 &10.
                  Student’s aspirations and post-secondary goals must be
                  addressed in this section.

                     200.4(e)(7)

                                    PROGRESS KEY




                                                                                                                                  42
                         SOPM: Annual Goals
Annual Goals
     > The IEP must include
          measurable annual goals
          Goals that are consistent with the student’s needs and abilities
     > Annual goals are statements, which
         emanate from the present levels of performance
         in measurable terms, describe a skill, knowledge or behavior
         A goal that the student can reasonably be expected to accomplish within a twelve-
           month period.
     > Goals may be
         academic
         social, behavioral and/or transition needs where appropriate
         related to physical needs or
         other educational needs resulting from the student‟s disability.
•Annual goals must be specific to and reflect the students‟ needs as identified by the IEP Team.
•There must be a direct relationship between the annual goals and the present levels of
performance.
•Annual goals must be measurable, clearly defined & observable


                        for the ISC PROTRAXX Professional Development: “Writing Measurable Goals”


                                                                                                    43
                                                                                             .




            CTT:                             For students who receive related
Do not write “core
subjects” or “content area                   services as a supplementary aid &
subjects” You must                           service simply indicate “Related
indicate the name of each                    Service(s).” It is not necessary to
subject which will be CTT
(e.g. Math)                                  list each related service here since
                                             they are specified on IEP page 9.


                   Collaborative Team Teaching (CTT) - Integrated Co-Teaching - 12:1 (See SOPM Page 13)




                                                              For students who receive
                                                              related services as a
                                                              supplementary aid &
                                                              service simply indicate
                                                              Related Service(s). It is
                                                              not necessary to list each
                                                              related service here since
                                                              they are specified on IEP
                                                              page 9.




                                                                                                          44
           _________________________

                    Least Restrictive Environment (See SOPM Page 81)


> General Education with Supplementary Aids & Services should be your first
  consideration.             (See SOPM Pages 11, 66, 81, 98 & 103)

> Provide an explanation of all programs/services considered and the reason for
  rejection.
                            NOTE: All services/program options discussed at
                                   the IEP meeting should be listed



The programs listed should be written in the language consistent with
the Continuum of Services (e.g. Special Education Teacher Support
Services, etc.)




 Students who demonstrate severe language & communication difficulties which significantly interfere with
 their school performance may be considered for exemption. These deficits must be clearly indicated in the
 Present Levels of Performance & the team must provide an explanation for the exemption .




                                                                                                             45
                                                                                                                        (See SOPM: Page 128)



(Must be consistent with page 2)
                                    (See SOPM: Page 92- if applicable:)
     “Conference Result”             “Interim Monolingual Speech pending availability of a bilingual provider”                                                           Indicate
     I-INITIATION                                                                                                General Education                      Specify            the
     C-CONTINUATION                                                                                                 Classroom                            time            mandated
     M-MODIFICATION            e.g. Speech and Language Therapy                                                             OR                                       group size
     T-TERMINATION
                                                                                                                 Separate Location




                       Testing accommodations MUST reflect the individual
                                      student’s needs

                     Declassification test accommodations (See SOPM Page 88)

                                                                                                                Students in 8th grade should not have modified
                                                                                                             promotion criteria written on their IEP for the following
                                                                                                             school year if their IEP is developed after January 31st.


                                                                                                         •High school students (grades 9-12) with disabilities must attain the
                                                                                                        necessary number of credits in order to be promoted to the next grade.
                                                                                                                   They do not have modified promotion criteria.




                                                                                                                                                                                    46
               NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3-6 & 10     (See SOPM Pages 66, 77, 81, 87 & 108)




     The school year that the student turns 14                                                     Measurable post secondary goals



200.4(d)(2)(ix)(b)

200.4(d)(2)(ix)(c)

  The school year that the student turns 14                                            (See SOPM pages 77, 81, 89, 90, 99 & 230)




  The school year that the student turns 15


200.4(d)(2)(ix)(d)

200.4(d)(2)(ix)(e)




                          Level 1 Vocational Assessment                          EXIT SUMMARY (See SOPM Pages 13, 90 & 224 - 229)
                        (See SOPM Pages 48, 50, 105 & 220-222)

                                                                                                                                       47
                                                           Transition Activities                                                                  Sample
                    Student‟s Name: _________________________             ID#: ________________________________

9th Grade:                                                                 11th Grade:

                                                                           Continue to work with transition team to develop transition plan.
Begin to work with transition team to develop transition plan.
                                                                           Secure working papers.
Securing working papers
                                                                           Level I (or Level II) vocational assessment administered.
Level I vocational assessment administered.
                                                                           Apply for Training Opportunity Program (TOP).
Transition folder
                    Proof of address                                      Explore competitive P/T employment.
                    Working papers
                                                                           Visitations to :
                    Social Security
                                                                                             5th year programs
Participate in: IEP preparation, Annual Review meeting, Mandated 3-year                      Colleges
           Reevaluation if applicable, Transition meeting.                                   VESID programs
Travel training if needed.                                                 Upon turning 18 register for Selective Service.
                                                                           Participate in: IEP preparation, Annual Review meeting, Mandated 3-year
                                                                           Reevaluation if applicable, Transition meeting.

10th Grade:
                                                                           12th Grade:
Continue to work with transition team to develop transition plan.
                                                                           Continue to work with transition team to develop transition plan.
Explore and participate in on-campus work experiences.
                                                                           Fine tune transition exit summary, meet with student, and provide copy to student.
Parent questionnaire to folder (Level I vocational assessment).
                                                                           Evaluate transcript.
Level I vocational assessment administered.
                                                                           Apply for financial aid if applicable.
Birth certificate to folder.
                                                                           Apply for VESID.
Participate in school based extra-curricular activities.
                                                                           Continue visitations.
Participate in C.B.O.‟s.
                                                                           Participate in transition exit interview and written summary preparation.
Apply for Summer Youth Employment Program (SYEP).
Evaluate high school transcript.
Participate in: IEP preparation, Annual Review meeting, Mandated 3-year
           Reevaluation if applicable, Transition meeting.




                                                                                                                                                       48
                                                                                                                                                                                          Sample
Community Experiences                                                                                Instruction
Enroll in community education or recreational programs                                               Tour postsecondary occupational training programs
Learn about American with Disabilities Act                                                           Contact local college for disability documentation policy
Learn about students‟ rights under IDEIA                                                             Complete/submit application to postsecondary institution
Participate in youth groups                                                                          Explore admission requirements for vocational/technical schools
Visit places in the community to shop for food, clothes, etc.                                        Explore admission requirements for CUNY schools
Tour the local library                                                                               Research college scholarship opportunities
Join a community recreation center or YMCA                                                           Obtain/complete/submit applications to colleges of interest
Take a Drivers Ed class/get training 1:1 if needed                                                   Meet with military recruiters to discuss educational benefits
Obtain a state ID card or driver‟s license                                                           Complete a study skills training class
Participate in social activities (concerts, sporting events, etc.)                                   Enroll in vocational education classes/applied minors (economics, health careers, business)
Register to vote                                                                                     Receive direct instruction in transition-linked skills (interviews, completing forms, budgeting,
                                                                                                     researching areas of interest)
Observe a courtroom or jury duty process
                                                                                                     Sign up for/take the SAT exam
Sign up for summer recreation programs (Parks Dept., etc)
                                                                                                     Complete learning styles inventory to identify preferences and strengths
Join local service clubs (Lions, Kiwanis, etc.)
                                                                                                     Review and update transition assessments with staff


Related Services                                                                                     Activities of Daily Living Skills
Identify and visit community mental health agencies
                                                                                                     Explore MTA options
Visit potential post-school providers of occupational/physical therapy
                                                                                                     Enroll in any „consumer science‟ class at HS (nutrition, parenting, money management, etc.)
Learn to use a guide dog effectively
                                                                                                     Learn about time management
Explore city transportation options
                                                                                                     Take a CPR/First Aid course
Identify post-school providers of recreation therapy or occupational therapy and potential funding
sources                                                                                              Develop monthly budget

Learn about potential post-school providers of speech therapy                                        Apply for Supplemental Security Income

Obtain new equipment (i.e. wheelchair, seating, braces, Assistive Technology, etc.)                  Open a bank account

Contact/visit target college (e.g. Office of Disabilities) to discuss accommodations/assistive       Memorize phone number and address
technology options                                                                                   Access postal services
Apply for a mentor through local, non-profit substance abuse counseling                              Explore insurance issues/needs
                                                                                                     Explore guardianship issues
                                                                                                     Perform minor home repairs
                                                                                                     Schedule and keep appointments


                                                                                                                                                                                                    49
                                     TRANSITION SERVICES CHECKLISTS

The checklist will be used to review IEPs together during the SED
Educational Benefit Activity (EBA) training and may be used by the
school to monitor IEPs for quality and completion of Transition
Planning.

Within each of the five (5) areas listed (Instructional Activities, Community Integration,
Post High School, Independent Living and Acquisition of Daily Living Skills) under the
Transition Services section of the Transition Plan, check any activities that have been
considered in the development of the child’s IEP goals and objectives.




       The Transition Services checklist was adapted from a checklist posted on-line by the Connecticut Transition Task Force of the Connecticut State Education Department.




                                                                                                                                                                     50
I- Instructional Activities
Does the child’s IEP include consideration of:
 Courses and specific content that addresses skill deficits and/or goals the child may have.
 Acquisition of learning strategies that are appropriate to the child‟s needs and include study
skills, time management and organizational skills;
 Accommodations and modifications to meet general education course requirements;
 Participation and success in state, and local assessments with appropriate
accommodations.
 Exploration of a variety of post secondary educational opportunities including a variety of
college choices to ensure that there is an appropriate match and that support services are
available to meet the needs of the child;
 Acquisition of self-advocacy skills so the child can articulate learning strengths and
weaknesses and share information with others;
 Enrollment in Remedial, Tutorial or College Preparatory courses;
 Post secondary education goals and objectives that include student/family input;
 Development of social skills;
 Linkages to state agencies/community resources, if appropriate;
 Utilization of Assistive Technology, if appropriate.


                                                                                                51
II. Community Integration
Does the child’s IEP include consideration of:
 Participation in extracurricular activities (clubs, sports);
 Strengthening of friendships/relationships, Inclusion in social
       groups/clubs;
 Participation in community recreation/leisure activities;
 Voting, citizenship, volunteering;
 Providing skills training in a community-based setting, if
       appropriate;
Development of community integration goals and objectives that
      include student/family input;
 Linkages to state agencies/community resources, if appropriate;




                                                                    52
III. Post High School
Does the child’s IEP include consideration of:
 Enrollment in the highest level of academic coursework to ensure students are gaining the
         skills to advance to the best career opportunities;
 Enrollment in coursework to enhance skill development in technologies (business, computers);
 Supporting and enhancing the skills required to be successful in a variety of employment
          settings through school curricula; social skills,
 Sequencing of employment curricula from career awareness to career exploration to specific
        skills training that matches interests and preferences;
 Movement of career training experiences from in-school to community-based settings;
 Exposure to appropriate workplace behaviors (task persistence, punctuality, effective
         communication);
 Workplace accommodations, if appropriate;
 Development of post high school employment goals and objectives that include student/family
         input;
 Linkages to state agencies/community resources, if appropriate;
 Utilization of Assistive Technology, if appropriate.




                                                                                                 53
IV. Independent Living
Does the child’s IEP include consideration of:
 Enrollment in curricula that addresses:
     >      Personal/legal advocacy;
     >      Personal Finance Management;
     >      Household selection and management;
     >      Daily Living skills;
     >      Family Planning/Sex Education; Nutrition;
     >      Consumer Skills;
     >      Personal and health insurance;
     >      Managing individual health care and medical needs in all environments;
 Skills training in a community-based setting, if appropriate;
 Participation of all appropriate pupil personnel and general education staff that could support the
           student in independent living skills development;
 Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and
         share information with others;
 Development of independent living goals and objectives that include student/family input;
 Development of social skills;
Linkages to state agencies/community resources, if appropriate;
Utilization of Assistive Technology, if appropriate.



                                                                                                    54
  V. Acquisition of Daily Living Skills
Does the child’s IEP include consideration of:
Enrollment in curricula that addresses:
     >      Personal/legal advocacy;
     >      Personal Finance Management;
     >      Household selection and management;
     >      Daily Living skills;
     >      Family Planning/Sex Education; Nutrition;
     >      Consumer Skills;
     >      Personal and health insurance;
     >      Managing individual health care and medical needs in all environments;
 Skills training in a community-based setting, if appropriate;
 Participation of all appropriate pupil personnel and general education staff that could support the
           student in independent living skills development;
 Teaching self-advocacy skills so the student can articulate learning strengths and weaknesses and
         share information with others;
 Development of independent living goals and objectives that include student/family input;
 Development of social skills;
 Linkages to state agencies/community resources, if appropriate;
 Utilization of Assistive Technology, if appropriate.



                                                                                                        55
   Student Exit Summary
        (SOPM Pages 13, 90, 224-229)



                200.4(c)(4)
The Exit Summary is mandated by the IDEIA and
  corresponding New York State Regulation.




                                                56
                    Audience Poll
             What is the purpose of an Exit Summary?
A. To determine the student‟s date of graduation
B. To inform secondary school staff regarding the student‟s
   strengths, abilities, skills, functional and academic levels,
   needs, limitations, necessary accommodations and
   recommendations
C. To record credits and course grades
D. To provide a meaningful picture of the exiting student‟s
   strengths, abilities, skills, functional and academic levels,
   needs, limitations, necessary accommodations and
   recommendations that will support the student‟s goals after
   leaving the NYC school system


                                                                   57
A Student Exit Summary must be completed for:


 All public school students and students who are attending non-public
  schools,

and

 For whom special education services will terminate in the current
  year because the student will receive a:
    Regent Diploma
    Local Diploma
    IEP Diploma
    or will reach age 21.




                                                                         58
Exit Summary Development

Student Exit Summary should be completed through a team process which
includes:
Students and families
Special education teacher (s)
General education teacher (s)
Psychologist and/ or
Related service providers
Transition Linkage Coordinator
Adult agency personnel (as appropriate)




                                                                        59
              Student Exit Summary

Background Information
Summary of Present Level of Performance
 Accommodations and Supports
Postsecondary Goals
Recommendations that may assist the student in reaching
      postsecondary goals
Organizations or agencies to provide linkage support




                                                           60
             Long Term Absence (LTA)

    >   Account for IEP students who are “LTAs”, as you do for general
        education LTA students.
    >   407 process
    >   While a student is still assigned to your school, but not attending, the
        IEP process continues.
    >   During the annual review of a student who has been an LTA for their
        Related Services but has been attending school, a determination should
        be made whether these services are still necessary or should be
        terminated. (Please note that if a student is a related service only
        student, a re-evaluation should be conducted to terminate the service)


IMPORTANT:
Annual Review IEPs must be written annually for all LTA students.




                                                                                   61
                                                            Special Education
Integrated Service Center: Customized IEP Specialist Professional Development Opportunities
Below is a list of professional development opportunities and supports available to your school upon your request. Any topics
listed can be customized to meet the needs of your school and can be conducted at your convenience – free of charge.

Standard Operating Procedures Manual (SOPM)
The IEP Process
Educational Benefit Review Process
Infusing Transition Throughout the IEP
Transition: Indicator 13 & the IEP
District Representative: Roles and Responsibilities
FBA/BIP: A Team Approach
Developing a Quality IEP: Page-by-Page
Writing Measurable, Clearly Defined, Observable Annual Goals (S.M.A.R.T.)
General Education Teachers & the IEP
IEP Workshop for Students
IEP Workshop for Parents
IEPs: Learning Styles & Academic Achievement
Clinical Components of the IEP: From Testing to Teaching
Maintaining Compliance – IEP FYI’s
Systems to Assist in IEP Maintenance/Administrative Overview
SEC Reports, ATS & CAP Report Assistance
Promotion Policy: Performance Indicators
The IEP Meeting: Model, Assist & Guide
                 (The IEP Specialists are available to model, assist & guide IEP meetings, offer recommendations or suggestions and / or serve as the
District Representative. Arrangements must be made in advance to permit time for the IEP Specialist to review all pertinent information prior to the meeting)
Other:____________________________ (Please specify your individual need)




                                                                                                                                                           62
   IEP
  HELP
 SQUAD
                       For Assistance & Support

             Your IEP Managers to the rescue….

             Staten Island ISC         Janet Blit: jblit@schools.nyc.gov

         Brooklyn ISC Nick Chavarria: nchavar@schools.nyc.gov

      Manhattan ISC Madeline Rochelle: mrochel@schools.nyc.gov

           Queens ISC Tanya Smith: tsmith18@schools.nyc.gov


SOPM: http://schools.nyc.gov/NR/rdonlyres/5F3A5562-563C-4870-871F BB9156EEE60B/0/03062009SOPM.pdf
 SOPM Forms: http://intranet.nycboe.net/TeachingLearning/SpecialEducation/SOPMLetters/default.htm




                                                                                                    63