Change in Consent for Transition Agency Participation

February 12th, 2015  

The signature line for parental consent for secondary transition agency participation has been moved from the IEP cover page to the meeting invitation. This change was made to align with the state’s IEP forms.

The new text reads:

  • This issue is not applicable to <student> (no signature required for this option).
  • I give my consent for agency participation.
  • I do not give my consent for agency participation.

Only options #2 and #3 require a parent signature.  You no longer need to list the specific agencies.  If a parent consents to one agency and not another, that can be documented in the Written Notice.

Because this is now on the meeting invitation rather than the cover page, please be sure that you have a printed copy of the invite available at the meeting so that the parent can sign.

Eight Misconceptions about DVR

April 15th, 2014  

Think you know what the Department of Vocational Rehabilitation (DVR) is all about?  Think again!

Click here to read “8 Misconceptions About DVR.”

DVR can be a valuable resource when working with transition-age students.  Check out their Transition Tools for Teachers webpage for more information about how schools can work with DVR to help students make successful school to work transitions.

On this page you’ll also find guidelines for making a referral to DVR and the DVR Secondary Transition Referral Form.

Celebrations! – Transition Opportunities

April 4th, 2014  
We want to have a special spot each month for celebrations of excellence and learning within our district. If you have a celebration about a colleague, a school or about yourself, email it to Denise Kelly!

Thank you John Clare for taking three students with special needs to visit AVTEC to see what the training and education options are after high school!

Hats off to you and to all secondary teachers who have taken students to explore the post-secondary world for your commitment to transition planning for our students!

 

 

January 2014 FAQs

January 7th, 2014  

FAQs

 

 

 

Q: Is it all right to have the same accommodations listed for the top two boxes on the accommodations section of the IEP?

A: The top two boxes of the accommodations section of the IEP are titled: ‘advance appropriately toward annual goals’ and ‘be involved/progress in gen. curriculum.’ The same accommodations may be required to support the student in both the attainment of their goals and objectives and to access to the general ed curriculum, but care should be taken to ensure that this is the case and that it wasn’t just easier to copy and paste to the next field. You can find more information regarding completing this section of the IEP from the Resource Page at pupilservices.blogs.kpbsd.k12.ak.us/wpmu/kpbsd-special-education-guidelines/individualized-education-program-iep/program-modifications-accommodations-supports-for-school-personnel/

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Q: How should I complete the pre-evaluation planner?

A: The pre-evaluation planner is a tool that KPBSD uses to organize the evaluation process. The planner includes information regarding what types of assessments should be completed and who will be responsible. Two tips for this planning worksheet: 1.  Do not include the names of the assessments that evaluators will use. The choice of assessment is up to the evaluator based on his / her professional judgment based on the referral question. Evaluators may find that they require more than the one assessment listed on the worksheet to determine eligibility or to make recommendations for a student and they need to have that flexibility within the scope of the area chosen to assess. As a rule of thumb, just as we do not include the names of programs in the IEP, we should not include the names of assessments in the pre-evaluation planner.   2.  In some instances, it is important to include the position of the person responsible as opposed to the name of the person.  There are times when the “who” changes due to a student moving or other unknown and having the position responsible makes more sense.

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Q: What is Child Find and does it pertain to me?

A: Districts must coordinate activities that actively identify, evaluate, and offer sped and related services to eligible children ages 3-21 in their districts. Child Find falls to the school site (as all staff have an inherent responsibility) and any evaluations will be initiated by the school intervention team when a student is already enrolled. When students are not school age, the Child Find Coordinator assumes responsibility for child find activities.

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Q: I am a high school teacher and I need more information about the consent on the cover page about transition agencies.

A: At age 16 (or prior, if appropriate), transition activities must begin. This includes planning for agencies to support students’ achievement of their post-secondary goals. These agencies require specific consent from parents to participate in the meetings where transition will be discussed. Transition agencies should be contacted for students and a representative should be at the meeting to discuss transition (always annual reviews). Once invited on the invitation, the parent must sign their consent for the representative to attend the meeting.

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October/November 2013 FAQs

November 5th, 2013  

Note: This information may no longer be accurate.  For the most recent information about the FBA/BIP Process, click here.

FAQs

Q: How can I address behavior through the IEP for one of my students? And what do I need to turn in for paperwork?

A: When a student’s behavior is persistent and pervasive and impedes his / her learning or that of others, the IEP team must consider the use of positive behavioral interventions and support, and other strategies, to address that behavior. For students with IEPs, this can be accomplished in a couple of ways:

1. If a student’s team has determined that a Behavior Intervention Plan (BIP) is appropriate, or for a student whose disciplinary violation is a manifestation of the disability, the IEP team must include a BIP in the IEP to address the behavioral needs of the student.

2. Team may address behavior through annual goals in the IEP. The IEP may include modifications, support for teachers, and any related services necessary to achieve those behavioral goals. In addition, if the student needs a BIP to improve learning and socialization, the BIP is included in the IEP and aligned with the goals in the IEP.

Teams may determine that a Functional Behavior Assessment (FBA) is necessary to provide additional insight and data in regards to the student’s behaviors. The results of the FBA will be used to determine appropriate IEP goals, create a BIP or both.

The following procedures must be used:

  • If the FBA is being conducted based on existing data only, i.e. no additional formal assessments, consent to evaluate is not required.
  • If the FBA will contain additional assessments, consent to evaluate is required.
  • After the team meets to review the FBA and determine next steps, a PWN is completed explaining what data was used to develop the FBA, whether the BIP was determined necessary and if a BIP was developed (The KPBSD Sped Manual has been updated to include a sample of this PWN).
  • All BIPs, FBAs, and the PWNs that go with them are turned in to district office.

 

Q: What do I need to do for that “This is a transition goal” checkbox on the IEP goals and objectives?

A: For those students who are age 16 or will turn 16 within the IEP year, the IEP should be transition driven. To that end, federal and state requirements include annual goals related to the student’s transition service needs. You are not required to write a separate transition goal. You are required to align the annual goals with the transition service needs so that the student’s IEP can be a coordinated set of transition services to assist the student in meeting his / her post secondary goals. Those goals that are aligned with the transition service needs should have the checkbox marked.