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Transition

Transition. Assess Interests, Preferences, Strengths and Needs by age 14*** Add Post Secondary Goals and Transition Activities by age 16 At age 16 advise student of Transfer of Rights at age 18. Cessation. List date IEP Services were discontinued***

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Transition

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  1. Transition • Assess Interests, Preferences, Strengths and Needs by age 14*** • Add Post Secondary Goals and Transition Activities by age 16 • At age 16 advise student of Transfer of Rights at age 18

  2. Cessation • List date IEP Services were discontinued*** • Choose Exit Reason from drop-down menu, i.e. moved or dropped out • If we consider cessation/exit from services, must reevaluate first

  3. Evaluation Initial / Formal Evaluation and Reevaluation

  4. Initial Evaluation • Use Formal Eval Design grid form*** • For OT/PT concerns, write “Observation/ screening and/or assessment if warranted” • After meeting, email design grid to all persons who will evaluate • Enter dates only into Goalview Folder 8***

  5. Parent Request for Evaluation • 90 day timeline begins on the date we receive the written request • Schedule a formal evaluation design meeting as soon as possible • Involve your school psychologist and liaison • If parent shares a private evaluation, ask their intent in doing so

  6. Reevaluation • Required every 3 years after initial placement*** • For Developmentally Delayed students, required before they turn 8 or enter 3rd grade • Required before adding/deleting a relatedservice, and before IEP cessation • If using existing data only, summarize it in Evaluations section of Present Levels • If gathering additional data, get written parent consent

  7. Disability Eligibility Determination and Need for Specially Designed Instruction

  8. Disability Determination • Is the student eligible?*** • Summarize evaluation results from PLEP • Reference disability definition from Policies http://ec.ncpublicschools.gov/policies/nc-policies-governing-services-for-children-with-disabilities/policies-children-disabilities.pdf

  9. Is Special Ed Needed? • Does the student require Specially Designed Instruction?*** • If not, skip to Procedural Safeguards • If the student does not require an IEP, consider whether a 504 or MTSS Plan is needed

  10. Course of Study • Grade-level Standards in elementary/middle usually lead to Future Ready Core in high school*** • Modified Standards require persistent academic disabilities (2 or more years behind) and usually lead to Occupational Course of Study • Extended Standards require significant cognitive disabilities and lead to a certificate, not a diploma

  11. Special Education and Related Services • Services grid no longer has to list Reevaluation or Accommodations*** • Para support as Sp Ed in Gen Ed only for direct service/generalization prescribed/supervised routinely by Sp Ed teacher (not shadowing/redirecting) • Service Delivery Location can no longer say “School wide” or “General Ed and Special Ed classrooms” • OT, PT, Speech, Transportation (TranspEval to Liaison)

  12. Accommodations • Accessibility and Instruction are the most commonly used sections.*** • Cannot say “as needed.” Describe when. • Note a BIP and a modified day here. • List test accommodations to document routine use.

  13. Testing Participation • No more EXTEND2. Instead, EOG’s/EOC’s will be “computer-adaptive.”*** • Extend1 is still available • List District Wide Assessments to cover all local assessments • Be specific. Describewhen needed.

  14. LRE/Participation (Least Restrictive Environment) • Provide pull-out support only when push-in doesn’t work*** • Exhaust all resources at the district school • Change to Maximum Service must involve Liaison/Specialist • Maximum Service typically means Separate level Https://goalview.com/newhanover/frames.aspx?LOGIN=1

  15. Procedural Safeguards Prior Written Notice

  16. Options Chosen • List options considered and chosen; explain why*** • Include any IEP sections where majordiscussion occurred • Example: The IEP team decided to add 30 minutes daily of reading instruction in the resource room to Jane’s IEP, since the push-in support provided during the fall semester has not resulted in adequate gains in her basic reading skills, according to progress monitoring data.

  17. Options Rejected • List options considered and rejected; explain why • Include parent proposals • Describe other relevant factors, if any • Example: The IEP team considered the parent’s suggestion that John receive Extended School Year services in math but rejected this option, since quarterly progress reports indicate that he has mastered his computation goals and is making steady progress with word problems, showing no regression.

  18. Consent and Notes Written parent consent is ONLY required for:*** • Initial service proposal for special education (First IEP) • Initial service proposal in North Carolina (Out-of-statetransfers) • Proposal to conduct a reevaluation (Gather additional data) Leave Notes section blank; use separate Signature/Notes page. https://docs.google.com/a/nhcs.net/file/d/0ByPQhY3JflBGVE1ReU52Q19tNTg/edit

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