How to Read an IEP: Missouri
Understanding Extended School Year & Transition Services and Planning
Missouri 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 IEP comes from the Missouri Department of Education. See the full IEP here.
This one is pretty hard to read so the text from the Missouri sample transition page is below.
Top Half: Independent Living Postsecondary Goal Worksheet (Revised March 2016)
Independent Living Postsecondary Goal Worksheet
This form is designed to help the IEP team decide if a student needs a postsecondary goal in the area of independent living. Independent living includes the skills and knowledge an individual needs to direct his or her life at home and in the community. Transition assessment information should be taken into account when completing this form and an additional assessment may be necessary to adequately identify goals.
Review each statement, and consider whether the student possesses the identified skills.
Y – Yes: performs independently or with assistance
N – No: performs inconsistently or not at all; consider an independent living goal
NA – not an area of independence being considered at this time
(Checkboxes for each of the following):
Home Living
Follows daily living routine (e.g., personal hygiene, dressing, selecting clothes)
Performs household chores (e.g., maintains healthy diet)
Performs light household maintenance (e.g., cleaning, unclogging drains or toilets)
Appropriately makes and receives telephone calls
Follows disaster safety routine for fire and natural disasters
Household & Money Management
Creates and maintains checking & savings accounts
Manages money (i.e., count money, make change, budget; pays taxes, and monthly bills)
Executes all cost of services (e.g., banking, telephone/leasing, credit cards, loans)
Learns & acquires signature (e.g., fine print, boundaries regarding rental)
Sets up living setting (e.g., organizes furniture, arranges for utilities and services)
Understands the importance of a good credit rating, how to review and interpret credit rating
Transportation
Selects appropriate method of transportation
Possesses driver’s license or driver’s education (e.g., driver’s license, bus pass)
Organizes transportation (e.g., payroll partners, door-to-door bus or cab service)
Reaches destination or location using preferred mode of transportation
Arrives, follows and communicates maintenance schedules and routines
Law & Politics
Knows how to participate in voting and political decision-making
Understands basic local, state, and national laws
Recognizes how to access legal information
Community Involvement
Locates & participates in recreation, leisure, and community activities
Uses public services (e.g., library, post office, store, banks, medical services)
Personal Safety and Interpersonal Relationships
Practices telephone and internet safety
Practices correct steps for what to do in personal safety emergencies
Knows emergency phone numbers and how to call 911
Knows CPR and when it is necessary
Maintains relationships with family and friends; establishes new friendships
Understands the concepts of sexuality (e.g., physical self, reproductive process, dating, relationships, marriage)
Makes informed choices regarding sexual behavior
Demonstrates understanding and respect in public parenting skills
Self-Advocacy
Expresses strengths and needs; asks for accommodations when needed
Develops purpose appropriately; identifies long- and short-term goals, and takes steps to reach goals
Practices appropriate social cues in situations outside of school
Demonstrates appropriate problem-solving when others (e.g., saying hello, asking for directions, expressing thanks, making small talk, sarcastic remarks, etc.)
Resolves conflicts through discussion, reasoning, & compromise
Health and Wellness
Knows how to obtain healthcare
Knows how to access healthcare
Practices healthy habits (exercise, eating, books establishment, etc.)
Demonstrates an understanding of basic medical care for common illness (colds, etc.)
Additional Independent Living Skills
Student has a basic sense of right and wrong
If “No” was answered for any of the skills identified above, a postsecondary goal should be considered for the area of independent living. The discussion/disposition below helps further identify an appropriate goal.
Independent living goal(s) needed at this time? ☑ Yes ☐ No
Is additional assessment information available to support the need for this goal? ☑ Yes ☐ No
If “Yes”, list assessment(s): Student has demonstrated limited skill in areas of independent living. The IEP team, including Student A’s family, recommends a goal in the area of independent living.What are the independent living skills to be addressed in IEP?
Employment/Independent Living Supports
Cooking/Household Safety and Public TransportationHow can work on these particular skills throughout this coming year (i.e., instruction, related services, post-school employment experiences, and/or daily living skills) be considered “vocational rehabilitation”?
Address skills needed to maintain postsecondary employment and independent livingWhat annual IEP goal(s) will enable the student to meet the postsecondary independent living goal?
Student will identify resources to assist in independent living (e.g., use money sorting site; a calculator to manage groceries, etc.)
Bottom Half: Form C – Post-Secondary Transition Plan
This plan was developed considering the student’s needs, preferences and interests. This plan must be completed no later than the first IEP to be in effect when the student turns 16, but updated annually.
EMPLOYMENT (REQUIRED)
Measurable Post-Secondary Goal:
After high school, [Student A] will work at the local hospital.
Transition Services:
Responsible Agency/Person
Missouri High School A
List Transition Services
Provide transition services: practice in real-life employment skills (e.g., how to call in sick, completing timecards, finding work-appropriate clothes)
Student: make connections with Voc Rehab Counselor prior to graduation
Practice job search activities
Complete mock job interview at the hospital
Participate in Work Experience at hospital. Final Plan of Employment
Missouri High School A staff will assist student in identifying and applying to appropriate jobs
Develop resume and cover letter with guidance from staff
Supervisor from hospital Job Encampment will track student A for hire
Outside Agency(s)* (specify agency):
VR to assist student in finding paid employment at the hospital and job shadowing
EDUCATION/TRAINING (REQUIRED)
Measurable Post-Secondary Goal:
After high school, [Student A] will take two-year certificate courses at local hospital.
Transition Services:
Responsible Agency/Person
Missouri High School A
List Transition Services
Locate, review, and practice in common workplace skills (e.g., how to call in sick, complete paperwork)
Provide and model expectations
Assist student in exploring careers within the community for getting good health place
Connect to the job training options
Connect with Voc Counselor to explore options
Make Post-Secondary Education Plan
Visit Voc counselor or college advisor
VR Counselor: visit college/job counselor and meet with current advisors without covering free health and nutrition. VR counselor to assist in this.
INDEPENDENT LIVING (IF APPROPRIATE)
Measurable Post-Secondary Goal:
After high school, [Student A] will move into an apartment with roommates.
Transition Services:
Responsible Agency/Person
Missouri High School A
List Transition Services
Instruction in managing a variety of scenarios: nutrition and meal plans, groceries
Learn to access housing and supports
Practice sorting and managing a monthly budget
Coordinate services needed through community and post-secondary partners
Identify and contact housing and rental programs
Outside Agency(s)* (specify agency):
VR to assist student in locating appropriate housing
Parent to assist with student moving into apartment
Provide information re: Independence representative & Aid Student A about apartment options
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.
Missouri 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 Missouri Department of Education. See the full IEP here.
Image text
Extended School Year:
☒ No. The student is not eligible for ESY services.
☐ Yes. The student is eligible for ESY services. Complete Form B
☐ The need for ESY services will be addressed at a later date. Will be addressed by ___ / ___ (month/year).
Attach IEP Amendment page and Form B
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.
