Placement Continuum Options Considered check all that have been considered

Placement continuum options considered check all that

This preview shows page 26 - 28 out of 34 pages.

Placement Continuum Options Considered (check all that have been considered): Services provided in: __x_ general education class(es) __x_ special class(es) ___ special education day school ___ state special education program / school ___ residential facility ___ home-based ___ hospital ___ other (describe): PLACEMENT DECISION: ____General Education Classroom and Resource room for special instruction.________________________________ Based upon identified services and the consideration of least restrictive environment (LRE) and placement continuum options, describe in the space below the placement. Additionally, summarize the discussions and decision around LRE and placement. This must include an explanation of why the student will not be participating with students without disabilities in the general education class(es), programs, and activities. Attach additional pages as needed. Explanation of Placement Decision: Michael will benefit greatly from being with his peers to improve social skills. He needs to be around non-disabled peers to help with learning and to socialize.___He also requires extra help in Math and language skills. To help Michael attain these skills he will go to the resource room for extra instruction in these areas.________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Page 25 of 34
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TRANSITION INDIVIDUALIZED EDUCATION PROGRAM (IEP) MIDDLE / SECONDARY TRANSITION Student Name Michael Jones Date_11___/__01__/__2015__ Page 24___of_29__ Student ID Number 123456789 MEASURABLE POST SECONDARY GOALS and TRANSITION SERVICES (To be developed no later than the IEP to be in effect at age 14, or earlier, if appropriate) DOCUMENTATION OF TRANSITION ASSESSMENTS Are the postsecondary goals based upon age-appropriate formal and informal transition assessments? ___No __x_Yes If yes , identify these assessments in the Present Level of Academic Achievement and Functional Performance or indicate which age-appropriate transition assessments were conducted for the development of measurable postsecondary goals and transition activities, as well as the date they were conducted: The interest survey Holland’s Codes conducted on10 /31/2015 Formal and informal Assessments (list name of assessment and date administered): ___ Vineland Adaptive Behavior Scale (VABS) Administered 1031/2015__________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___ MEASURABLE POSTSECONDARY EMPLOYMENT GOAL: Considered, but not appropriate at this time Describe how the student’s courses of study support attainment of this postsecondary goal: Michael is in a class with the help of a transition teacher that will help him to get a job at the car dealership the school has a partnership with._______________________________________________________________________________ ___________________________________________________________________________________ _______________________________________________________________________________ Transition Activities/Services (including activities that link the student to adult services) Responsible Individual/ Describe Responsibilities Date to be Completed Instruction Considered, but not appropriate at this time Transition teacher and family members will help teach Michael this skill Michael will learn this by the time of graduation.
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