IEP/EDP Alignment

1. Mindy Miller Transition Coordinator Kalamazoo RESA IEP/EDP Alignment

2. Framework • General Education Document: Educational Development Plan (EDP) • Special Education Document: Individualized Education Program (IEP) • How do these documents compare? • How can they be aligned?

3. What is an EDP? • The EDP is a secondary/postsecondary planning tool that directs the educational plan and career planning activities for the final six years of a student’s K-12 learning career.

4. EDP Legislation • Michigan Merit Curriculum states that, “The board of a school district shall ensure that each pupil in Grade 7 is provided with the opportunity to develop an EDP, and that each pupil has developed and EDP before he or she begins high school.”

5. EDP Legislation (cont.) • No specific format for an EDP is required. • Schools can custom design the form or format that works best for the local needs.

6. EDP Development • The EDP is developed by the student with the supervision of teachers, parents, and the school counselor. • An EDP is a “living” document that should be reviewed and updated yearly.

7. Personal Information Career Goal(s) Educational/Training Goal(s) Assessment Results Plan(s) of Action Parent Consultation/ Endorsement Essential Elements of an EDP

8. Natural Resources & Agriscience Health Sciences Engineering/ Manufacturing & Industrial Technology Business, Management, Marketing & Technology Human Services Arts & Communication Identifying a Career Goal: Career Pathways

9. An IEP… • Provides present level of performance information • Identifies student needs • Addresses needs in three ways: • Goals and objectives • Accommodations and supports • Transition Services and activities

10. Transition Services • IDEA 2004 states that “transition services are a coordinated set of activities…that focus on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities…”

11. What should a Transition IEP include? • Identification of the student’s course of study • Consideration of a student’s strengths, preferences, and interests • Identification of a student’s needs including the supports and accommodations necessary for success

12. What should a Transition IEP include? (cont.) • Post-Secondary Goals in the areas of: • career/employment • post-secondary education/training, • adult living • community participation • Student’s present performance on post-secondary goals and their functional skills based on assessment data

13. What should a Transition IEP include? (cont.) • Needed Transition Services and/or Annual Goals in the areas of : • instruction • related services • community experiences • employment • adult living • daily living skills

14. What does an EDP and Transition IEP have in common? EVERYTHING! Both answer these important questions for students: • Who am I? • Where am I going? • How do I get there? • What are my interests and abilities? • What are my goals?

15. Why should the EDP always be considered when developing an IEP? The INTENT of the two documents are different.

16. Intent of the EDP • The EDP outlines the student’s educational pathway including the course of study that will enable them to be successful in their desired post-school activities.

17. Intent of the IEP • The IEP is the description of services, additional supports, accommodations, and transition activities that when implemented will enable a student with a disability to be successful in the general curriculum as well as the educational pathway they have identified.

18. A thought about alignment… • An EDP is afforded to ALL students, thus the EDP should be considered the “lead” document when creating alignment with an IEP for a student with disabilities.

19. Alignment of the EDP and IEP • 1st intersection: Plan of Action/Course of Study The IEP should refer to the EDP when addressing a student’s course of study.

20. Alignment of the EDP and IEP • 2nd intersection: Career Goals/ Educational-Training Goals/Post-SecondaryGoals Clearly specify a student’s post- secondary goals in his or her IEP using the same or similar language as that used in the EDP.

21. Alignment of the EDP and IEP • 3rd intersection: AssessmentResults/ Student’sPresent Performance/PLAAFP Both documents should provide a similar “snapshot” of the student using current assessment information including academic and functional skills as well as a student’s strengths, preferences, and interests.

22. Alignment is not a staple! • Stapling the EDP to the IEP is NOT alignment. • The intersections between the EDP and IEP should use common language and have the ability to be lifted from one document to another.

23. Resources • High School Personal Curriculum Guidelines: http://www.michigan.gov/documents/mde/Personal_Curriculum_Guidelines_212488_7.pdf • High School Personal Curriculum Supporting Materials and Examples: http://www.michigan.gov/documents/mde/PC_Supporting_Materials_and_Examples_212489_7.pdf • Michigan Merit Curriculum Legislation: http://www.michigan.gov/highschool

24. Resources (cont.) • EDP Fundamentals: http://www.michigan.gov/documents/edpfund_18129_7.pdf • Career Pathways: http://www.michigan.gov/mde/0,1607,7-140-6530_2629_2722-28148--,00.html • IDEA 2004: http://www.michigan.gov/documents/2004IDEARegulations_169000_7.pdf