Policy – Category 5000 (Students)
BP 5004 – Instructional Planning and the IEP
v. if appropriate, acquisition of daily living skills and functional vocational evaluation.
• Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education. 1. A statement of the transition service needs to prepare the student for adult living beyond high school addressing the student’s courses of study. 2. An identification of needed agency responsibilities and connections.
3. Evidence of an annual review of the plan.
For a complete list of indicators for transition services, see the Transition Requirements Checklist located at the end of this chapter.
• Documentation of student progress must be provided for parents as frequently as it is provided for students in general education.
1. A statement of how the student’s parents/guardians will be routinely informed of progress towards IEP goals. 2. A statement regarding the extent to which progress is sufficient to enable the student to achieve the goals by the end of the year. 3. Indications that the course of study will or will not lead to the receipt of a high school diploma.
• Parents/guardians must be included in any process designing supports and services for their child.
1. Documentation that the parents/guardians have been informed of and contributed to the decisions regarding educational supports and services for their student.
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Making IEP Assessments More Meaningful
Linking Assessments to Goals
There must be a direct relationship that flows from:
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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