Policy – Category 5000 (Students) BP 5004 – Instructional Planning and the IEP
b. An identification of needed agency responsibilities and connections; and c. Evidence of an annual review of the plan. For a complete list of indicators for transition services, refer to Appendix D – Transition Requirements Checklist. • Documentation of the child’s progress must be provided for parents as frequently as it is provided for children in general education a. A statement of how the child’s parents will be routinely informed of progress towards IEP goals; b. A statement regarding the extent to which progress is sufficient to enable the child to achieve the goals by the end of the year; and c. Indications that the course of study will or will not lead to the receipt of a high school diploma. • Parents must be included in any process designing supports and services for their child • Documentation that the parents have been informed of and contributed to the decisions regarding educational supports and services for their child.
BP 5004 – Instructional Planning and the IEP
Page 9
Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 09/18)
Made with FlippingBook - professional solution for displaying marketing and sales documents online