How to Read an IEP: Pennsylvania
Understanding Extended School Year & Transition Services and Planning
Pennsylvania 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 Pennsylvania Training and Technical Assistance department. See the full IEP here.
• Present levels related to current postsecondary transition goals if the student’s age is 14 or younger if determined appropriate by the IEP team (e.g., results of formative assessments, curriculum-based assessments, progress toward current goals)
Eric’s decision to enroll in the auto body program was based on parent survey information, his student interview in which he expressed an interest in cars, and visits to the career and technology school in 8th and 9th grade. Eric has been given a variety of assessments that include the Self Directed Search (SDS), Career Occupational Preference System (COPS), the Survey of Work Styles (SWS) and the SAGE Vocational Aptitude (and Work Preference) Assessment (Pesco). Results of these assessments suggest that he has the
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Eric M.
updated for 2017-2018
PaTTAN
Example for Training Purposes Only!
aptitude, dexterity, and interests to pursue a career in auto body repair. As required of all students in the district curriculum, Eric has maintained a career portfolio.
Although the CTC program will prepare him for employment immediately after high school, Eric is also considering going on to a local technical school or community college to expand his skills or explore a related area. Eric and his parents feel that additional education would give him more employment options and increase his earning power.
Eric and his family have been made aware of how OVR can support him in his post-secondary goals. During 10th grade, he attended a group meeting at school with the OVR counselor. His parents attended a college fair with him last year. Eric and his family plan to open a case with OVR, and the representative has been invited to the current IEP meeting.
As detailed in the Functional Skills section, current data suggests that Eric is self-sufficient and age appropriate in all areas of independent living. The team anticipates that he will not need a goal or services for Independent Living as part of his high school program.
III. TRANSITION SERVICES – This is required for students age 14 or younger if determined appropriate by the IEP team.
If the student does not attend the IEP meeting, the school must take other steps to ensure that the student’s preferences and interests are considered. Transition services are a coordinated set of activities for a student with a disability that is designed to be within a results oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student’s movement from school to post school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation that is based on the individual student’s needs taking into account the student’s strengths, preferences, and interests.
POST SCHOOL GOALS – Based on age appropriate assessment, define and project the appropriate measurable postsecondary goals that address education and training, employment, and as needed, independent living. Under each area, list the services/activities and courses of study that support that goal. Include for each service/activity the location, frequency, projected beginning date, anticipated duration, and person/agency responsible.
For students in Career and Technology Centers, CIP Code:
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name: Eric M.
updated for 2017-2018
PaTTAN
Example for Training Purposes Only!
CIP code 47.0603 Auto Body Repair
Postsecondary Education and Training Goal:
Eric has a goal of enrolling in postsecondary training in the area of automobile repair or a related field.
Courses of Study:
Auto Body Repair Program; English/Reading, Algebra II, Chemistry; US History
| Service/Activity | Location | Frequency | Projected Beginning Date | Anticipated Duration | Person(s)/Agency Responsible |
|---|---|---|---|---|---|
| Continue to improve writing and editing skills | High school, CTC | During the school day | Oct. 19, 2011 | Oct. 17, 2012 | LS Teacher, General ed teachers |
| Continue to expand use of materials in digital format in content area classes | High school | During the school day | Oct. 19, 2011 | Oct. 17, 2012 | LS Teacher, General education teachers |
| Develop a list of questions to use when visiting postsecondary programs | High School | One time | Oct. 19, 2011 | Dec. 22, 2011 | Transition coordinator |
| Investigate local Community College and trade school to explore program options via visits, virtual tours, and/or college fairs. | HS or Community College, ABC Trade School | One activity per school | Jan. 4, 2012 | April 30, 2012 | Guidance Counselor; family |
| Meet with personnel from above settings to explore potential supports and accommodations | College, ABC Trade School | One meeting per school | Jan. 4, 2012 | Oct. 17, 2012 | Guidance counselor; Transition coordinator, family |
| Provide information regarding registering for the PSAT | High school | One time | Oct. 19, 2011 | Jan. 5, 2012 | Eric & family with support from HS counselor |
Employment Goal:
Eric has a goal of competitive employment in the area of auto body repair or related field.
Courses of Study:
Auto Body Repair Program; English/Reading, Algebra II, Chemistry; US History
| Service/Activity | Location | Frequency | Projected Beginning Date | Duration | Responsible |
|---|---|---|---|---|---|
| Improve speed and discrimination of project completion in auto body shop. | CTC | During the school day | Oct. 19, 2011 | Oct. 17, 2012 | CTC staff |
| Continue to improve reading decoding skills. | HS, CTC | During the school day | Oct. 19, 2011 | Oct. 17, 2012 | LS Teacher, General education teachers, CTC staff |
| Continue to improve reading comprehension skills for summarizing and identifying details. | HS, CTC | During the school day | Oct. 19, 2011 | Oct. 17, 2012 | LS Teacher, General education teachers, CTC staff |
| Obtain information regarding employment opportunities in local shops. | CTC | One time | Oct. 19, 2011 | Jan. 27, 2012 | CTC staff |
| Review information regarding employment, and develop list of pros and cons of immediate employment | HS, CTC | One time | Oct. 19, 2011 | March 23, 2012 | CTC staff |
| Continue to add to career portfolio. | HS, CTC | During the school day | Oct. 19, 2011 | Oct. 17, 2012 | LS Teacher, General Ed teachers, CTC staff |
| Make application to OVR for determination of eligibility | home | One time | Oct. 19, 2011 | Oct. 17, 2012 | Eric & family with support from HS counselor, Trans. Coordinator |
Independent Living Goal, if appropriate:
The IEP team including Eric and his parents has determined that a goal is not needed for Eric in this area at this time.
Courses of Study:
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| Service/Activity | Location | Frequency | Projected Beginning Date | Anticipated Duration | Person(s)/Agency Responsible |
|---|---|---|---|---|---|
| [blank] | [blank] | [blank] | [blank] | [blank] | [blank] |
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.
Pennsylvania 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 Pennsylvania Training and Technical Assistance department. See the full IEP here.
Image text
E. EXTENDED SCHOOL YEAR (ESY) – The IEP team has considered and discussed ESY services, and determined that:
[blank box] Student IS eligible for ESY based on the following information or data reviewed by the IEP team:
[large blank box]
OR
☒ x As of the date of this IEP, student is NOT eligible for ESY based on the following information or data reviewed by the IEP team:
Data shows that Eric continues to progress in all areas.
The Annual Goals and, when appropriate, Short Term Objectives from this IEP that are to be addressed in the student’s ESY Program are:
[large blank box]
If the IEP team has determined ESY is appropriate, complete the following:
[no further content visible]
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.
