Policy – Category 5000 (Students)
BP 5004 – Instructional Planning and the IEP
1. Whether or not a student needs assistive technology devices and/or services. 2. Positive behavior strategies, including Positive Behavior Intervention Plans are designed for any student whose behavior impedes their learning or the learning of others. 3. An ELL student’s language needs are identified and supports articulated. 4. Instruction is provided in Braille for students who are blind or visually impaired. 5. The needs of students who are deaf or hard of hearing must take into account the student’s language and communication, opportunities for direct communication with peer and professionals in that child’s language and communication mode, academic level and opportunities for direct instruction. • For each student with a disability, beginning at age 16, or younger if determined appropriate by the IEP team, the IEP must include a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages. “Transition Services” means a coordinated set of activities for a student with a disability that: 1. is designated within an outcome-oriented process, that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment including supported employment, continuing and adult education, adult services, independent living, or community participation; 2. is based on the individual student’s needs, taking into account the student’s preferences and interests; and
3. includes:
i.
instruction
ii. related services;
iii. community experiences;
iv. the development of employment and other post-school adult living;
BP 5004 – Instructional Planning and the IEP
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/18)
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