Individualized Education Program (IEP) & Transition
An informed and comprehensive approach to developing and implementing Individualized Education Programs (IEPs) ensures that students with disabilities receive personalized support tailored to their unique strengths and needs. By strengthening their understanding of these essential areas, educators are better positioned to promote student engagement and provide access to meaningful educational benefit. Recognizing the importance of these supports, the Charter SELPA offers a range of resources tailored to help educators navigate the complexities of special education while fostering student achievement.
Assessment and IEE
The chart below lists standardized assessment tools commonly used when conducting special education assessments. It is important that local education agencies (LEAs) maintain a comprehensive test kit library that can address any area of suspected disability under the Individuals with Disabilities Act. This chart is not a comprehensive list and does not include all the possible tools available when assessing students.
This resource provides a list of assessors across various specialties conducting evaluations throughout the state. It is intended to assist LEAs in building their own board-approved lists and to help parents/guardians identify qualified assessors.
This IEE guideline and resource document outlines considerations and provides templates of related materials for LEA/districts and families to appropriately complete the process of an IEE.
IEP Development Resources
El Dorado County Charter SELPA provides essential support and professional development for educators, particularly focusing on the foundational aspects of IEP basics, planning, and ensuring the thread of educational benefit throughout the IEP process. Training is offered in special education program development, emphasizing best practices in goal writing and aligning these goals with students' individual needs.
The "Educational Benefits Document" outlines the various educational services and supports available for students with disabilities. This video details the eligibility criteria for special education services, funding sources, and the process for accessing these benefits. It emphasizes the importance of early intervention, individualized assessments, and collaborative planning to ensure that students receive tailored support. Additionally, it provides guidance on how families and educators can work together to maximize educational opportunities and improve outcomes for students with disabilities.
In this recorded webinar, Heather Edwards, Esq, provides guidance on IEP team meetings for students with disabilities.
In this recorded webinar, Heather Edwards, Esq, provides guidance for educators in considerations for an implementation and review of an IEP for students with disabilities.
"Accommodations and Modifications for Students with IEPs" covers key concepts such as the difference between accommodations and modifications, legal requirements, and best practices for implementation in the classroom. Participants learn how to assess student needs, develop appropriate interventions, and collaborate with educators and families. The module also emphasizes the importance of ongoing assessment and adjustments to ensure effective support for diverse learners. Overall, it aims to equip educators with the tools to create inclusive learning environments.
In this recorded webinar, Heather Edwards, Esq, provides guidance for educators on measurable goals and progress monitoring for students with disabilities.
In this recorded webinar, Heather Edwards, Esq, provides guidance for educators in considerations for an extended school year (ESY) for students with disabilities.
Individual Transition Planning Resources
The Charter SELPA offers specialized professional learning and support for educators focused on facilitating the thoughtful transition of students into adulthood through person-centered planning. This includes comprehensive training for special educators on IEP development, emphasizing best practices in goal writing, ensuring educational benefit, and aligning transition goals with students' post-secondary aspirations. The workgroup also assists in supporting schools in developing individualized transition plans that promote independence, self-advocacy, and successful integration into the community, ensuring that students receive the support they need to thrive in adulthood.
Effective June 30, 2022, Section 51225.31 established a new high school diploma pathway exclusively for students with significant cognitive disabilities in alignment with the federal Every Student Succeeds Act (“ESSA”) (20 U.S.C. § 7801(23)(A)(ii)(I)(bb)).
The purpose of the Alternative Pathway to a Diploma guidance is to provide LEAs with a reference document when developing an instructional program for eligible students to receive a high school diploma through a new alternative pathway.
This padlet hosts resources for all aspects of transition planning for students with disabilities including assessment, goal writing, employment, education, independent living, agency linkages, age of majority, conservatorship, family resources , and certificate of completion.
This statewide organization provides guidance for educators, families and other stakeholders on current transition best practices and resources to support students with positive post secondary outcomes
Using EDCOE SELPA SEIS forms, this sample Individualized Transition Plan can be a useful reference document.
This flow chart enables case managers and school teams navigate SEIS forms and exit process for students with IEPs.
Transition Guidelines: Updated Guidelines Coming Soon!
Preparing students for a successful transition into adult life, is the culmination of their entire educational experience. These guidelines will promote value and provide guidance about how to support students’ transition from high school or age 18-22 programs to college, career, and civic life responsibilities.
This padlet hosts resources for all aspects of transition planning for students with disabilities including assessment, goal writing, employment, education, independent living, agency linkages, age of majority, conservatorship, family resources , and certificate of completion
Transportation
"Every individual with exceptional needs who is eligible to receive special education instruction and related services under this part shall receive that instruction and those services at no cost to his or her parents or, as appropriate." EDC 56040(a). Transportation is required to be provided as a related service if it is required to assist a child with a disability to benefit from special education. The service must be provided to meet the criteria for a free, appropriate public education (FAPE) as defined in federal regulation 34 CFR Section 300.17. Transportation decisions generally require collaboration and consensus among parents, the student (as appropriate), educators and transportation personnel. Most transportation issues are identified and resolved through the individualized education program (IEP) process.
The special education transportation guidelines have been developed to assist Individualized Education Program (IEP) teams with considerations when determining eligibility for special education transportation as a related service.