IEP/EDP Alignment

1
IEP/EDP Alignment

• Mindy Miller
• Transition Coordinator
• Kalamazoo RESA

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
  students 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
Essential Elements of an EDP

• Assessment Results
• Plan(s) of Action
• Parent Consultation/
• Endorsement

• Personal Information
• Career Goal(s)
• Educational/Training Goal(s)

8
Identifying a Career Goal Career Pathways

• Natural Resources Agriscience
• Health Sciences
• Engineering/
• Manufacturing Industrial Technology

• Business, Management, Marketing Technology
• Human Services
• Arts Communication

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 activitiesthat focus on
  improving the academic and functional achievement
  of the child with a disability to facilitate the
  childs movement from school to post-school
  activities

11
What should a Transition IEP include?

• Identification of the students course of study
• Consideration of a students strengths,
  preferences, and interests
• Identification of a students 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
• Students 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 students 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 students course
• of study.

20
Alignment of the EDP and IEP

• 2nd intersection Career Goals/
  Educational-Training Goals/Post-Secondary Goals
• Clearly specify a students 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 Assessment Results/ Students
  Present 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 students
  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_Cur
  riculum_Guidelines_212488_7.pdf
• High School Personal Curriculum Supporting
  Materials and Examples http//www.michigan.gov/do
  cuments/mde/PC_Supporting_Materials_and_Examples_2
  12489_7.pdf
• Michigan Merit Curriculum Legislation
  http//www.michigan.gov/highschool

24
Resources (cont.)

• EDP Fundamentals http//www.michigan.gov/document
  s/edpfund_18129_7.pdf
• Career Pathways http//www.michigan.gov/mde/0,160
  7,7-140-6530_2629_2722-28148--,00.html
• IDEA 2004 http//www.michigan.gov/documents/2004I
  DEARegulations_169000_7.pdf