Transition

When looking at an IEP the transition plan should drive all other parts of the IEP when the students turns 14.  So, where does the plan start?

1. Interview-  This should be where the students interests are discussed. What does the student like to do outside of school?  What are the students hobbies?  What kind of jobs has the student had in the past?  There are many other questions that are asked in the interview, but that is a start.
2. Post Secondary Goals-  What skills do does the student need to work on in order to get a job?  Does the student have a drivers license?  Does the student know how to fill out an application?  Does the student know how to dress appropriately?
3. Outside Agencies-  This is where DORS, DDA and BHA.  These are all the outside agencies and those that help the students outside of school.

Now this is just the basics of the IEP transition plan, but it is vital to know what goes into each one.  This section should be very detailed and organized.

As always send questions or topics you would like to read about. 

ALT-MSA

Overview    The federal No Child Left Behind Act (NCLB) of 2001 requires that all students be assessed and that students receive an individual score in reading and mathematics in grades 3-8 and a high school grade. The Individuals with Disabilities Education Act (IDEA) 1997, also requires that states provide an “alternate assessment” when implementing statewide accountability systems. An alternate assessment is an assessment designed for students with significant cognitive disabilities who are unable to participate in a regular assessment, even when accommodations are provided.  In Focus 2013 ALT-MSA Handbook Students with disabilities in grades 3-8 and 10 must participate in either MSA or ALT-MSA. The decision for which assessment is appropriate for an individual student is made by each student’s IEP team. In Maryland, students with disabilities participate in either the Maryland School Assessment (MSA) in reading, mathematics and science (with or without accommodations, as appropriate) or in the Alternate Maryland School Assessment (ALT-MSA), as determined by the student's Individualized Education Program (IEP) Team. The MSA is administered to students in grades 3-8 and 10 and tests students' attainment of grade level objectives in reading and mathematics. In addition, the Alt-MSA measures a student's attainment of science Mastery Objecitves in grades 5, 8 and 10. Students with significant cognitive disabilities who cannot participate in the MSA and the MSA/Science, even with accommodations participate in ALT-MSA. ALT-MSA assesses student attainment of their instructional level reading, mathematics and science mastery objectives that are aligned with grade level Maryland Content Standards. ALT-MSA Participation Guidelines The Alt-MSA participation criteria are described below: Alt-MSA participation criteria. Students with disabilities in grades 3-8 and 10 must participate in either MSA or Alt-MSA. The decision for which assessment is appropriate for an individual student is made by each student's IEP Team. A student with a significant cognitive disability will participate in Alt-MSA if he or she meets each of the following criteria: The student is learning (at emerging, readiness, or functional literacy levels) extended Maryland reading and extended Maryland mathematics content standards objectives. AND The student requires explicit and ongoing instruction in functional skills. AND The student requires extensive and substantial modification (e.g., reduced complexity of objectives and learning materials, and more time to learn) of general education curriculum. The curriculum differs significantly from that of their non-disabled peers. They learn different objectives, may use different materials, and may participate in different learning activities. AND The student requires intensive instruction and may require extensive supports, including physical prompts, to learn, apply, and transfer or generalize knowledge and skills to multiple settings. AND The student requires extensive support to perform and participate meaningfully and productively in daily activities in school, home, community, and work environments. AND The student cannot participate in the MSA even with accommodations. Students not meeting the criteria above will participate in the MSA, with or without accommodations, as appropriate, based on their IEP.  http://marylandpublicschools.org/MSDE/testing/alt_msa/

Are Special ed students more importan????

I am posing this questions are special education students more important then regular students?

example of IEP goal

Goal:  Given graphic organizers and moderate support, student A will locate, retrieve, and use information from various sources to accomplish a purpose (persuade, inform, entertain, compare/contrast etc)(projects/BCR/ECR) in 4 of 5 situations with 75% achievement

Objective 1
student A will use a graphic organizer to plan the topic for each paragraph for a writing assignment.
Objective 2
student A will use appropriate note taking procedures, organizational strategies, and proper documentation of sources of information in his written work activities.
Objective 3
student A will use an organizer and the text to cite supporting details for each topic sentence. - synthesize information from two or more sources to fulfill a self-selected or given purpose.
Objective 4
student A will revisit a writing assignment to check for errors in grammar, punctuation, spelling and add details.

Goodwill creating jobs, not the right way, but trying

I was watching 60 minutes  the other night and they were investigating Goodwill corporation.  60 minutes was ripping apart Goodwill for not paying their employees with disabilities at least minimum wage.  Now by no means do I agree that these workers should be paid below minimum wage, but what about these other businesses that are not hiring those with disabilities?  At least Goodwill is teaching them a trade and providing them some financial means at the job.  This is by no means slave labor, these workers are sorting clothes running a register with another employee close by or putting clothes on a rack.  What about the GAP or Burger King just to name a few hiring those with disabilities?  Why isnt 60 minutes investigating these companies that are not even hiring those with disabilities?  Again I do think that these employees should be paid minimum wage, but at least Goodwill provides jobs for those with disabilities.