1. 11 NOTICE OF INDIVIDUAL EDUCATION PROGRAM (IEP) TRANSITION PLANNING MEETING (distribute along with Notice of IEP Conference) Dear (Student’s Name): You are invited to participate in your next IEP/Transition planning meeting scheduled for: DAY/DATE:______________________________ TIME:____________________________________ PLACE___________________________________ At this meeting we would like to talk with you about how you are doing in school, what you would like to do when you complete school, and what activities your Individualized Education Program (IEP) should include. These activities will be added to your program to help you prepare for your future, and learn the skills that you will need as an adult to be successful in living, learning and working after you complete school. Before the meeting please think and talk with others about what you want to do after you complete school, what you can do now to achieve those goals, what skills you still need to learn and what kind of help you will need. We would like you to come to the IEP/Transition meeting ready to share the following information:  What kind of job do you want to have?  Where will you live-on your own or with others? What do you want to know more about?  What will you do with your free time?  How much money can you earn, how will you pay your bills?  How will you get around-by car, by subway, bus, special transportation? At the IEP/Transition meeting you will also be getting information to help you make choices. The following people have been invited to come to the meeting to help your program: STAFF:_______________________________ SCHOOL:_____________________________ AGENCY:_____________________________ These people know you and have suggestions to make, or they know about different programs for you. If you would like to invite anyone else to the meeting please let us know. Remember this is the first step. You will have time during the next few years to try out different ideas. We will work with you to help you explore and decide what you want to do in the future and to help you prepare for it. I look forward to seeing you at the meeting and assisting you in planning a good program for your future success. Please have your parent call ______ to confirm at _____. Sincerely, _______________________________________ Title: SAMPLE

2. 2 School: ____________ Student’s Name: _______________________ Date: ___________ SAMPLE IEP Meeting Agenda (SOPM p. 77) Note: The District Representative “chairs” the meeting 1) Member Introduction: title and role at the IEP Meeting 2) Purpose of IEP Meeting and summary of the IEP team obligations 3) Review of Procedural Safeguards with parent(s) 4) Identification of evaluations and other information for consideration to determine: whether the student has an identified disability; and whether the student requires special education services 5) IEP Development present levels of performance annual goals* accommodations, if necessary promotion criteria diploma objectives/transition recommended services and level of service delivery 6) Summary of IEP determinations and opportunity for parent to ask questions 7) If the meeting is a subcommittee meeting, inform the parent of their right to request a Full Committee meeting if s/he disagree with the recommendation** 8) Next Steps, as necessary (for example, the placement process outlined in SOPM-section 7) 9) Finalized IEP to be distributed at the end of the meeting or immediately sent to parent. NOTES: The date the IEP is provided to parent must be indicated on the Contact Sheet in the student’s file. Complete “Placement Preference Form” located in the SOPM-page 210, if program is not available in current school. Complete Level 1 Vocational Assessment (age 12+) or Diploma Objective/Transition Plan (*age 14+). NOTE: Students 14+ MUST be invited to the IEP Meeting (if applicable). *Draft IEP goals may be brought to Annual Review meetings by the special education teacher and/or Related Service Providers to be discussed and finalized at the meeting with the parent. **The DOE has ultimate responsibility to ensure that the IEP includes the services that meet the needs of the student.

3. 33 VERIFY - NEVER LEAVE BLANK VERIFY Prior to writing on this line, contact your school’s Special Education Liaison for “Specialized Transportation” Procedures IEP meeting recommendations are written here at the end of meeting e.g. Special Class with Related Services (if applicable) Checking this box indicates “Special Education” Transportation Check this box to indicate that this IEP reflects Transition Services Indicate the student’s current grade. Note: for all CTT classes K-12 the staffing ratio is 12:1 (See SOPM Page 13) We urge schools to combine the 3-year-review (Tri) (if applicable) and the annual review, by moving the IEP Meeting up to the earlier compliance date, when possible. Medical/physical: ”ABR” VERIFY (ISP-See SOPM Page 92, 119-121) (See SOPM: Pages 92, 120- Alternate placement statements- if applicable:) (The type of vehicle (e.g. mini wagon) is not to be indicated on the IEP-See SOPM page 94) (See SOPM page 55: Bilingual Cascade) Parental Revocation (See SOPM Pages 41, 140-141, 193 & 194) An IEP may be amended only after an annual review meeting. (See SOPM Pages 13, 72-73) IEP Meeting Agenda (See SOPM Page 77) Definition of a Parent (See SOPM Pages 35-38)

4. 44 Mandated & designated by the Principal All changes must be written here & check appropriate box NOTE: All mandated members MUST sign this page only if they attend the IEP meeting Students age 14 and older, must be invited to the IEP meeting - (see sample invite) Mandated Member Check appropriate box below See Sample Student IEP Meeting Invitation Handout not to exceed one year Mandated Member These dates must be indicated (See SOPM Pages 66-67, 71, 76, 103, 109 & 153) (See SOPM Page 65) (See SOPM Page 66) (See SOPM Pages 64, 67, 69, 70 & 74)) (See SOPM Pages 67, 69, 71 & 72) (See SOPM Page 76) Member Excusal (See SOPM Pages 70 – 72 & 179) NOTE: IEP TEAM MANDATED MEMBERS CANNOT BE EXCUSED FROM INITIAL MEETINGS SC/CTT Preference Form (See SOPM Pages 109) (See SOPM Pages 64, 65, 67, 70, 75, 104 & 153) (See SOPM Page 76) (See SOPM Page 64 & 67) Additional Members (See SOPM Page 68) Chapter 408 (See SOPM Page 112) 200.4(d)(4)(i)(c) Signature & Print Name

5. 55 IMPORTANT: All student’s academic needs described in this section should be addressed on IEP page 6-annual goals. Include present levels of performance from related service providers (if applicable). Student’s STRENGTHS & needs should be described in this section. Describe the instructional implications of the testing results listed below (What does the testing results listed below look like in classroom instruction?). Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year) Indicate the instructional modifications and resources to enable the student to succeed (e.g. learning styles, visual aids, books on tape, manipulatives, etc.). What will the student need immediately for access to grade- level curriculum (what modifications, if any) while remediation related to Annual Goals is taking place? Transition statements in the present levels of performance on this page must be used to develop transition plan goals on IEP pages 6 & 10 JARGON- FREE _____ Results of the assessments in this section should be described above (Scores recorded should be current – within 1 year) Present Levels of Performance Samples (See SOPM Pages 105-107) Mandated Three-Year Review (See SOPM Pages 31, 73 & 175) (See SOPM Pages 81, 105 & 107) 200.4(d)(2)(ix)(a) 200.4(d)(2)(ix)(c)

6. 66 A BIP should be developed and implemented collaboratively by the teachers, paraprofessional (if applicable), related service providers (if applicable) and staff working with the student. If either of these last 2 boxes are checked then FBA & BIP Required ____ (See statement above for details) Present Levels of Performance Samples (See SOPM Pages 105-107) FBA/BIP (See SOPM Pages 48, 51, 105, 149, 151, & 153) (See SOPM Pages 81 & 107) FYI: All students with an IEP recommendation for a behavior management/crisis paraprofessional should have an FBA & BIP Social skills relevant to job interviews or on-the-job behaviors need to be described here. 200.4(d)(2)(ix)(a)

7. 77 All Special Alerts from IEP Page 1 should be reflected here Include present levels of performance from related service providers (if applicable, e.g. OT, PT, Health, etc.) e.g. F.M. Unit Do not write specific name of any medication This should be reflective of page 1 (See SOPM Pages 52, 70, 96, 105 & 256) (See SOPM Pages 81, 105 & 107) (See SOPM Pages 105-107) Health needs that might affect career development/occupational skills must be described here. 200.4(d)(2)(ix)(a)

8. 88 See Progress key below # of Report cards PROGRESS KEY Annual Goals are statements developed to address the needs from the PRESENT LEVELS OF PERFORMANCE and are written in measurable terms, describe a skill, knowledge or behavior that the student can be reasonably expected to accomplish within one year. All Related Service Providers must collaborate & contribute functional goals Short term objectives (required for Pre-K & alternate assessment students only) are intermediate steps moving towards the achievement of the student’s annual goals Goals relating to transition should address the educational instruction that will be provided to the student to achieve post-secondary goals & interests as indicated on IEP pages 3 &10. Student’s aspirations and post-secondary goals must be described in this section. Progress reports are to be completed and sent home every marking period for every annual goal (See SOPM Pages 108) (See SOPM Pages 107-108) (See SOPM Pages 107-108) 200.4(e)(7)

9. 99 For students who receive related services as a supplementary aid & service simply indicate “Related Service(s).” It is not necessary to list each related service here since they are specified on IEP page 9. For students who receive related services as a supplementary aid & service simply indicate Related Service(s). It is not necessary to list each related service here since they are specified on IEP page 9.. CTT: Do not write “core subjects” or “content area subjects” You must indicate the name of each subject which will be CTT (e.g. Math) Collaborative Team Teaching (CTT) - Integrated Co-Teaching - 12:1 (See SOPM Page 13) e.g.: All English All Collaborative Team Teaching (ELA & Math)

10. 10 > General Education with Supplementary Aids & Services should be your first consideration. > Provide an explanation of all programs/services considered and the reason for rejection. The programs listed should be written in the language consistent with the Continuum of Services (e.g. Special Education Teacher Support Services, etc.) Students who demonstrate severe language & communication difficulties which significantly interfere with their school performance may be considered for exemption. These deficits must be clearly indicated in the Present Levels of Performance & the team must provide an explanation for the exemption. NOTE: All services/program options discussed at the IEP meeting should be listed _________________________ Least Restrictive Environment (See SOPM Page 81) (See SOPM Pages 11, 66, 81, 98 & 103)

11. 11 General Education Classroom OR Separate Location Specify time Indicate the mandated group size “Conference Result” I-INITIATION C-CONTINUATION M-MODIFICATION T-TERMINATION “Conference Result” I-INITIATION C-CONTINUATION M-MODIFICATION T-TERMINATION e.g. Speech and Language Therapy (Must be consistent with page 2) Testing accommodations MUST reflect the individual student’s needs High school students (grades 9-12) with disabilities must attain the necessary number of credits in order to be promoted to the next grade. They do not have modified promotion criteria. Students in 8th grade should not have modified promotion criteria written on their IEP for the following school year if their IEP is developed after January 31st. (See SOPM: Page 92- if applicable:) “Interim Monolingual Speech pending availability of a bilingual provider” Declassification test accommodations (See SOPM Page 88) (See SOPM: Page 128)

12. 12 The school year that the student turns 14 The school year that the student turns 15 Measurable post secondary goals NOTE: Transition MUST be reflected throughout the IEP - e.g. pages 3, 6 & 10 The school year that the student turns 14 Level 1 Vocational Assessment (See SOPM Pages 48, 50, 105 & 220-222) EXIT SUMMARY (See SOPM Pages 13, 90 & 224 - 229) (See SOPM pages 77, 81, 89, 90, 99 & 230) (See SOPM Pages 66, 77, 81, 87 & 108) 200.4(d)(2)(ix)(b) 200.4(d)(2)(ix)(c) 200.4(d)(2)(ix)(d) 200.4(d)(2)(ix)(e)