2010 – 2011 IEP Forms Updates - Individual Transition Plans

1. 2010 – 2011IEP Forms Updates- Individual Transition Plans Yuba County SELPA

2. Agenda • Where are the forms? • Form Changes • Form 1A Individual Transition Plan • Career Cruising • WorkAbility I • State Performance Plan Indicator (SPPI) 13

3. Where are the Forms? • SELPA Manager – • Training is set up through Glenda Fruetel at the county office by appointment. 530-749-4874 E-mail is glenda.fruetel@yubacoe.k12.ca.us • Now is the time to convert to this program

4. Where are the forms? (cont.) • Yuba County Website: yuba.net • Yuba COE → Educational Services → SELPA → Forms

5. Where are the forms? (cont.)

6. Where are the forms? (cont.)

7. Where are the forms? (cont.)

8. Where are the forms? (cont.) • Paper copies have been made available to your district

9. Form 1 Eligibility Form 1A ITP Form 1B Transition Services Form 3A Special Factors Form 3B Statewide Assessments Form 5A Offer of FAPE/Services Form 6A Signature and Parent Consent Form 8 IEP Amendment/Addendum Assessment Plan Private School Service Plan Interim/Admin Placement IEP Team Member Excusal Wording for EIS New Format New Format Added CELDT Information Added CMA/CAHSEE Adjusted Transportation/DOS Calendar Parent Involvement Added DOB, Guardian Changed LEP to CELDT Level Added Signature/Date Added Signature Lines Included Check Boxes Added Whole or Part Form Updates

10. Changed the wording for Initial Early Intervening Services (Initial Placement Only) For Initial Placements Only (Ages 3 to 22 only – Do not include infant referral dates) Has the Student Received Coordinated Early Intervening Services (CEIS) under the IDEAin the Past Two Years: Coordinated Early Intervening Services (CEIS) are coordinated interventions for students not currently identified as requiring special education who need additional academic and behavior support to succeed in a general education environment. NOTE: Do not confuse this with early intervention. Coordinated Early Intervening Services include educational and behavioral evaluations, services and supports including scientifically based literacy instruction. If the student received Coordinated Early Intervening Services (CEIS) during the past two years, check “yes”. If you check “yes” then it is assumed that the district has moved 15% of their Federal Local Assistance (IDEA) funds to general education and that data is being collected on the students who have are receiving CEIS. Coordinated Early Intervening Services are only required for districts who have been identified as significantly disproportionate. Otherwise, check no. Form 1 Eligibility

11. Form 1A Individual Transition Plan • Totally new and improved to meet State Performance Plan Indicator (SPPI) 13 requirements • More to follow

12. Form 1BTransition Services • New Format • District Graduation Requirements

13. Form 3A Special Factors • Added Section for CELDT Information for EL Students

14. Form 3B Statewide Assessments • Added CMA Information, ELA, Math & Science • Added CAHSEE Information

15. 4A-4C ANNUAL Goals • 4A IEP Form 4A is used for most students in RSP settings • 4B IEP Form 4B is required for students who take the CAPA. These students require annual goals AND objectives. Best practice would be to use Form 4B for any students who are working on pre-academic or functional skills. • 4C Use IEP Form 4A for students who are not taking CAPA. • Objectives or benchmarks are no longer required for students who are accessing the general curriculum. • Draft goals (and objectives or benchmarks, if required) may be developed prior to the meeting and reviewed with the team for changes. • Annual goals must be measurable, and at least one annual goal must be written for each area of identified need.

16. Form 5A Offer of FAPE/Services • Adjusted the transportation language Transportation: Check “No” if the IEP team determines that the student does not need special education transportation. Check “Yes” if the student will require special education transportation and specify the type of transportation (e.g. door to door, wheel chair bus, etc.) • Added district of service calendar at the bottom

17. 6A Signature and Parent Consent • Added “No Response” to the parent involvement question • Added parent has received a copy of the assessment report (if applicable)

18. Form 8 IEP Amendment/Addendum Page • Added DOB • Added IEP Date –this is the date of the amendment/addendum • Changes to the IEP dated…this is the annual IEP date, you cannot use this form in place of an annual • IDEA Section 614(d) (3) (D) In making changes to a child’s IEP after the annual IEP meeting for a school year, the parent of the child with a disability and the LEA may agree not to convene an IEP meeting for the purposes of making such changes, and instead develop a written document to amend or modify the child’s current IEP. • IDEA Section 614(d) (3) (F) Changes to the IEP may be made either by the entire IEP Team by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent shall be provided with a revised copy of the IEP with the amendments incorporated.

19. Assessment Plan(local form) • Changed Limited English Proficiency: Yes or No to English Proficiency/CELDT Level

20. Form 29 Private School Plan • Added 2nd Parent Signature Line on form • Added Guardian • Added date of IFSP

21. Form 30 Interim/Admin Placement • Added parent signature line

22. Form 31 IEP Team Member Excusal • Included check boxes for “in Whole” or “in Part”

23. Form 1A Individual Transition Plan • Needs to be in effect when the student reaches 16 years of age • The IEP team may determine the consideration is appropriate at an earlier age This new form helps school districts comply with additional State Performance Plan Indicators (SPPI) which in turn, are reported to the Federal Government.

24. Form 1A Individual Transition Plan • The student should be invited • Any agencies invited? • If the student is not at the meeting, document how student participated. • Age appropriate assessments/instruments • Assessments drive the ITP portion • Career Cruising

25. Career Cruising

26. Career Cruising

27. WorkAbility I • WorkAbility I is a grant driven program which helps provide transition services to students with IEP’s • Part of the transition plan • NOT THE SOLE RESPONSIBILITY of WAI Employment Counselors to implement the transition plan

28. 1A – Post Secondary Goals • Three areas for documenting Post Secondary Goals: • Training or Education • Employment Goal • Independent Living (As Appropriate)

29. 1A – Post Secondary Goals • Based on age appropriate assessment complete the first 2 areas • Must be measurable • Must be linked to annual goal(s) • KEY make the annual goal(s) contextual and can serve as both

30. 1A – Post Secondary Goals Training or Education • Documents what the student plans on doing upon exiting school • Based on assessments, interest inventories and experiences

31. 1A – Post Secondary GoalsEmployment • Where does the student/parent/team see the student working post high school?

32. 1A – Post Secondary GoalsIndependent Living • Independent Living goals only need to be addressed if appropriate

33. Transition Codes • In Yuba County we utilize: 820 – 830 – 840 – 850 – 855 – 860 – 865 – 870 • We do not use 900

34. Research Papers Job Applications Guest Speakers Portfolio Development Advocacy Skills WorkAbility I Resume Writing What else does you do that supports TRANSITION? Activities Which Support Transition

35. Community Experiences • Job Shadowing • Service Learning • Community Service • Community Based Instruction (CBI) • Youth Groups • Clubs • Sports

36. Related Services • Any related services that help the student achieve their goals. • Linked to services page • DIS Services

37. Four Questions • You must answer the 4 questions to make sure the transition portion is complete!!! • If the answer is “no” to any question, go back and address that question.

38. THANK YOU! for choosing to work with exceptional students Have a great year.