IEP/EDP Alignment

Mindy MillerTransition Coordinator

Kalamazoo RESA

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?

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.

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.”

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.

EDP Development

The EDP is developed by the student with the supervision of teachers, parents, and the school counselor.

Individuals who know about the student are welcome and necessary

An EDP is a “living” document that should be reviewed and updated yearly.

Essential Elements of an EDP

Personal Information

Career Goal(s)

Educational/Training Goal(s)

Assessment Results

Plan(s) of Action(including HS courses by year 9/10/11/12)

Parent Consultation/Endorsement

Identifying a Career Goal: Career Pathways

Natural Resources & Agriscience

Health Sciences

Engineering/Manufacturing & Industrial Technology

Business, Management, Marketing & Technology

Human Services

Arts & Communication

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

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…”

What should a Transition IEP include?

Identification of the student’s: Post-school vision (post-school

goals) Needs (considering strengths,

preferences, and interests) Present level of academic

achievement and functional performance

Course of study

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

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?

Why should the EDP always be considered when developing an

IEP?

The INTENT of the two documents are different.

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.

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.

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.

Follow an agenda for the IEP Team meeting that creates alignment

Alignment of the EDP and IEP

1st intersection: Plan of Action/ Course of Study

The IEP should refer to the EDPwhen addressing a student’s

courseof study.

Alignment of the EDP and IEP 2nd intersection: Career Goals/

Educational-Training Goals/Post-Secondary Goals

Clearly specify a student’s post-secondary goals in his or her IEP using the same or similar languageas that used in the EDP.

Alignment of the EDP and IEP

3rd intersection: Assessment Results/ Student’s Present Performance/PLAAFP

Both documents should provide a similar“snapshot” of the student using currentassessment information including academic

and functional skills as well as a student’s

strengths, preferences, and interests.

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.

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

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