How to Read an IEP: Delaware
Understanding Extended School Year & Transition Services and Planning
Delaware IEP Guide: Transition Services and Plan
What are transition services and plans?
This is the part of the IEP where the team discusses the student’s plan for transitioning from high school into higher education or employment. Generally, this section is either blank or missing entirely from IEPs for younger students but, beginning at age 16, it is a required part of students’ IEPs and will appear in all high school students’ IEPs. In this section, the team has to list what the student’s goals are for after high school, how they will get there, and any transition specific services they need. It also often includes the courses a student will take throughout high school, with a list of the courses they expect to take each year and how many credits they need for graduation.
Where in the IEP are transition services and plans found?
Varies widely! You might not even see it in younger students’ IEPs. It is always labeled transition but can be literally anywhere in an IEP.
How does transition planning vary across states and districts?
So much! The placement can vary and how the questions are phrased– and whether it appears on younger students’ IEPs at all. All districts will have both evidence of transition assessments and goals for older students, but the phrasing of them can vary a lot!
What does the IDEA law say about transition planning?
The Individuals with Disabilities Education Act says the IEPs need to include goals for life after high school and supports to help students get there for students who turn 15 or older during the course of their IEP.
What IDEA says in 34 C.F.R. § 300.320(b)
(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include—
(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
(2) The transition services (including courses of study) needed to assist the child in reaching those goals.
This annotated IEP comes from the Delaware state government. You can see the full annotated IEP here.
1. What are the student’s strengths?
DE Admin Code §925.24.1.1 and §925.24.1.1
It is important to ask what the student’s current achievements are relative to what may be necessary and appropriate for successful transition into adult life? The IEP team is asked to develop the Data Considerations Section of the IEP on academic achievement and functional performance, both of which impact a student’s successful transition. The context for the Data Considerations discussion should be based upon the student’s postsecondary goals.
The Data Considerations Section becomes the basis for planning the transition supports, activities and services in the IEP.
Information about the child’s strengths, interests, how he or she learns best can be documented in this section. This can include both academic and functional living skills.
Information should focus on strengths, as well as relevant deficits and weaknesses. The information should lead toward the identification of supports, activities and services a student needs to achieve his or her postsecondary goals. Information from age-appropriate transition assessments can be placed in this section as well.
Employment Strengths:
Add information specific to the child’s employment strengths in this section. Information gained from age-appropriate transition assessments should be placed in this section. Reference assessments used.
Post-Secondary Education/Training Strengths:
Add information specific to the child’s post-secondary education and training in this section. Information gained from age-appropriate transition assessments should be placed in this section. Reference assessments used.
Independent Living Strengths:
Add information specific to the child’s independent living in this section. Information gained from age-appropriate transition assessments should be placed in this section. Reference assessments used.
2. What are the educational concerns of the parent (or student, if appropriate)?
DE Admin Code §925.24.1.2
The most valuable sources for assessment information are the student and family. Concerns and needs can be obtained from either the parent or student in the IEP section. This may be something the school obtains prior to the meeting, or a form may be sent home for the parent to consider various aspects of education and independent skills prior to arriving at the meeting. All relevant information should be considered when identifying the unique needs of the student and the accommodations, supports and services needed to address those needs.
3. What data sources and age appropriate transition assessments (including district or statewide assessments) are being used to create this IEP?
DE Admin Code §925.20.1.1 and §925.20.2.1
“Age appropriate” means a student’s chronological, rather than developmental age.
Age-appropriate transition assessment information can be obtained from a variety of individuals.
Information from assessment sources can be provided by the student, and school staff. Other critical individuals include the parents/guardians, educational staff, agency representatives, employers, psychologists, transition coordinators, related service personnel, employment and rehabilitation specialists, family doctors, transition therapy reports, formal and informal assessments, achievement testing, medical history (which may include information the parent brings to the meeting). All relevant information should be considered when identifying the unique needs of the student and the accommodations, supports and services needed to address those needs.
☐ Survey/Questionnaires information (including the name of the assessment) and about which surveys were completed can be included here and date administered _______________
☐ Profiles/Portfolios: __________ and date administered ____________
☐ Vocational Assessment: ___________ and date administered __________
☐ Student Success Plan: A summary of information can be included here about the Student Success Plan. and date administered ___________
☐ Other: ____________ and date administered __________
Student’s Post-High School Goals: DE §925.20.2.1
Post School Employment Goal
Required
IDEA 2004 requires that the measurable post-secondary goals be based on age-appropriate transition assessments. As a student proceeds through high school, postsecondary goals should also become more specific and focused on the next steps in adult life for that student.
A measurable postsecondary goal is a statement that articulates what the child would like to achieve after high school based on student’s strengths, preferences and interests. Appropriate measurable postsecondary goals are:
measurable (“measurable” means you can count it, observe it, and document it);
based upon age appropriate transition assessments;
communicates what the child would like to achieve after high school;
an outcome that occurs after the person has exited high school;
related to training, education, employment and when appropriate, independent living skills;
a measurable postsecondary goal is NOT an activity, step, wishlist item, or the process of pursuing or moving toward the desired outcome.
To write measurable postsecondary goals use results-oriented terms such as “will be enrolled in”, “will work”, “will live independently”, and use descriptors such as “full time” and “part-time”.
Initially, broad descriptions of the student’s preferences, strengths, and interest or vision of what they might like to do in employment, education, training, and independent living are appropriate. Each year post-secondary goals should reassess and refine the student’s postsecondary goals. By a student’s last IEP, the measurable postsecondary goals should be clearly aligned with the student’s IEP.
Post Education/Training Goal
Required — see statement above under Student’s Post-High School Goals.
The student plans to exit school with:
☐ Diploma
☐ Certificate
Courses of Study: DE Admin Code §925.20.2.2
Grade: __________
Courses of Study (from student’s current year to year of graduation)
The IEP team must determine what instruction and educational experiences will assist the child to prepare for the transition from secondary education to post-secondary life.
Courses of study should focus on all courses and educational experiences; how the educational program can be planned and relate directly to the child’s goals beyond secondary education; and, show how those courses are linked to those goals. The course of study must be reviewed and updated annually.
The process for developing the courses of study should assist students and their family in selecting courses that are meaningful and motivate students to complete their education.
The courses of study must be a specific listing of courses to determine they will reasonably enable the student to achieve his/her post school goals.
Only listing “core academic”, “3 pathway credits”, “electives” is not sufficient. SPECIFIC COURSES MUST BE LISTED
Activities and Services to Reach Goal:
DE Admin Code §925.20.2 – DE §925.20.2.2
Employment Goal:
Required — see statement above under Student’s Post-High School Goals.
| Activities/Services needed to reach goal | Responsible Party | Start Date | Completion Date |
|---|---|---|---|
| See description above |
Post-Secondary Education/Training Goal:
Description: Required — see statement above under Student’s Post-High School Goals.
| Activities/Services needed to reach goal | Responsible Party | Start Date | Completion Date |
|---|---|---|---|
| See description above |
Independent Living Goal (if needed):
Description: IEP team determines if a goal is needed for this section. It is recommended that each student should have a goal in this area. If a goal is listed there must be activities/services.
| Activities/Services needed to reach goal | Responsible Party | Start Date | Completion Date |
|---|---|---|---|
| See description above |
In addition to School Supports, the Student Will Need the Assistance of:
| Agency | Contact Person | Phone Number |
|---|---|---|
| Description: There are many agencies that may help the child and family in the transition to adult life. | Description: When the school district or charter school plans to invite an agency to participate in the IEP meeting for a student, it is required to have parent consent, or consent of the child if he/she has reached the age of majority. | Description: The parent consent, or consent of the child if he/she has reached the age of majority, must be signed before the invitation goes out to the agency. There should also be evidence the agency was invited to the IEP meeting. |
What do I look for in the IEP to know if it is good?
These are pretty all over the place! Generally, you want to see that there was an age appropriate transition assessment where the student was asked about what they want to do after high school. You should also see measurable transition goals. These are often something like the ones in the Arizona sample IEP; “1. Kyra will meet with Vocational Rehabilitation Services before she graduates to develop a career and independent living plan. 2. Kyra will apply to rent an apartment so that she may live independently. 3. Kyra will enroll in Mohave Community College to get her basic requirements for an AA degree.” You should see that there is both a current assessment and meaningful goals related to that assessment.
Teachers, the only thing to look for here is the student’s goal. It gives you a sense of what the student is planning after high school– which can tell you what the student is into and whether college is in the picture or not.
When and how should I get help?
It depends on who you are. If you are a parent, you have the right to show the IEP to anyone you want to get their thoughts on it– and the right to bring someone who has “knowledge or special expertise regarding the child” to the IEP meeting. To learn more about parents’ rights in IEP, visit our page on the rights hidden inside district procedural safeguards.
If you are a teacher at the school and are worried about the quality of the IEP goals, feel out the case manager. If you hit resistance, try meeting with a service provider at the school an administrator, or a special education teacher that you are more comfortable with– but try the case manager first to get a sense of what is going on.
Here is what IDEA says in 34 C.F.R. § 300.321(a)(6) about bringing people to meetings:
‘‘(vi) at the discretion of the parent or the agency,
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
What are the disclaimers?
This website is not a lawyer or an educational advocate. Nothing on this site is, nor is intended to be, legal advice. The information here is for informational purposes only.
If you are worried about your student or child’s IEP, please reach out to a real, live human.
Many law schools have free educational law clinics for special education. Many larger districts employ ombudsmen to bridge the gap between parents and schools. Many regions and states have parent centers that can help parents connect to other parents and find resources in their community. All of those are free, as is talking through the paperwork with a friend. Educational advocates are often paid professionals with special expertise who can also help. While we are happy to address general questions about the IDEA law or IEP process, please note that any communication via email is for informational purposes only and cannot be treated as legal advice. You can email questions to rose@spedhelper.org.
Delaware IEP Guide: Extended School Year
What is extended school year (ESY)?
ESY is summer school for students with disabilities. Typically, programs will run on a half day schedule for one month over the summer– something like nine to noon, Monday to Thursday.
Qualifying for ESY is a team decision but the criteria should be whether the student will regress over summer without IEP services.
In general, the only students who qualify for this are students with more significant needs for whom a break without school can cause significant regression. This might be a child with Autism who without the routine of school over the summer will have a lot of challenges managing in the fall or a child with really, really significant learning challenges who will regress over the summer. Only a small fraction of students typically get ESY– although any parent can request it and see what happens.
ESY is taught by whoever the district can find and generally consists of activities like making ants on a log and recess with a lot of supported communication from a speech pathologist. So don’t expect it to be like a hard hitting summer school– it’s a routine of going to school made as fun as the staff can pull off.
Where in the IEP is ESY?
Sometimes there is an ESY box on the special factors page. If not, it can literally be anywhere in the IEP. To be annoying, most districts don’t spell out ESY and the page never states that it is extended school year. If you think your child needs it, hunt for it. If not, ignore it.
How does ESY vary across districts and states?
Extended school year is part of IDEA. That means that every single district in the United States is required to offer it. Some try to hide it and will never mention it and some will offer it readily– and some have programs so bad it is a waste of your child’s time. But all of them are legally required to have an ESY program. However, there is no rule about what ESY needs to look like, how many days per week it needs to meet, or how many hours per day. ESY has to exist under the law– but everything else from who goes to how long it is to what happens during it (other than the delivery of basic IEP services) can vary widely across districts and states.
What does the IDEA law say about ESY?
The Individuals with Disabilities Education Act says that students with disabilities should be able to receive services beyond the school year if the student needs it as part of their free and appropriate education– and districts can’t put limits on who gets ESY by things like disability category.
What IDEA says in 34 C.F.R. § 300.106:
300.106 Extended school year services.
(a) General.
(1) Each public agency must ensure that extended school year services are available as necessary to provide FAPE, consistent with paragraph (a)(2) of this section.
(2) Extended school year services must be provided only if a child’s IEP Team determines, on an individual basis, in accordance with §§300.320 through 300.324, that the services are necessary for the provision of FAPE to the child.
(3) In implementing the requirements of this section, a public agency may not—
(i) Limit extended school year services to particular categories of disability; or
(ii) Unilaterally limit the type, amount, or duration of those services.
(b) Definition. As used in this section, the term extended school year services means special education and related services that—
(1) Are provided to a child with a disability—
(i) Beyond the normal school year of the public agency;
(ii) In accordance with the child’s IEP; and
(iii) At no cost to the parents of the child; and
(2) Meet the standards of the SEA.
This IEP comes from the Delaware department of education. See the full IEP here.
Image text
Consideration of Eligibility for Extended School Year Services (ESY)
IEP team must consider each of the following factors:
• Regression / Recoupment
• Vocational Skills
• Degree of Impairment
• Breakthrough Skills
• Extenuating Circumstances
Is ESY needed?
☐ Yes
☐ No
☐ ESY offered, but declined by parent
☐ To Be Determined
Rationale for decision:
[_________________________]
Specify goals and services:
☐ See attached page (if needed)
| Services | Type | Start/End Date | Frequency | Duration | Location |
|---|---|---|---|---|---|
| [Blank] | [Blank] | [Blank] | [Blank] | [Blank] | [Blank] |
What do I look for in the IEP to know if it is good?
If the child qualifies for extended school year, there needs to be a box checked on the IEP and information entered about what goals will be worked on. If you want your child to get something out of ESY, prepare to be organized. ESY teachers are almost never the regular school year case managers and ESY programs are infamously disorganized. You will want a copy of your child’s IEP and, if possible, a binder of stuff for them to work on that you can hand deliver to the ESY teacher. For real. Sometimes it takes all of ESY for the teacher to get access to the IEP. I subbed a month once and never got IEPs. I used to hand deliver all of my students’ IEPs to their ESY teachers along with every piece of work I wanted them to do over the summer– and they prayed they would do at least a fraction of it.
Note that it is up to the team if a student will qualify. The criteria is supposed to be whether a student will regress but a lot of students who regress academically over the summer will not be offered ESY– districts tend to focus on students with significant communication or social needs. If you want your student to have ESY, push for it! But you also need to know that you aren’t getting credit recovery summer school or services with your child’s case manager– you are most likely getting something much more laid back!
When and how should I get help?
It depends on who you are. If you are a parent, you have the right to show the IEP to anyone you want to get their thoughts on it– and the right to bring someone who has “knowledge or special expertise regarding the child” to the IEP meeting. To learn more about parents’ rights in IEP, visit our page on the rights hidden inside district procedural safeguards.
If you are a teacher at the school and are worried about the quality of the IEP goals, feel out the case manager. If you hit resistance, try meeting with a service provider at the school an administrator, or a special education teacher that you are more comfortable with– but try the case manager first to get a sense of what is going on.
Here is what IDEA says in 34 C.F.R. § 300.321(a)(6) about bringing people to meetings:
‘‘(vi) at the discretion of the parent or the agency,
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
What are the disclaimers?
This website is not a lawyer or an educational advocate. Nothing on this site is, nor is intended to be, legal advice. The information here is for informational purposes only.
If you are worried about your student or child’s IEP, please reach out to a real, live human.
Many law schools have free educational law clinics for special education. Many larger districts employ ombudsmen to bridge the gap between parents and schools. Many regions and states have parent centers that can help parents connect to other parents and find resources in their community. All of those are free, as is talking through the paperwork with a friend. Educational advocates are often paid professionals with special expertise who can also help. While we are happy to address general questions about the IDEA law or IEP process, please note that any communication via email is for informational purposes only and cannot be treated as legal advice. You can email questions to rose@spedhelper.org.
