1342.12 Companion

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1342.12 Companion
July 12, 2017 Page 75
alternate assessment of a particular system-wide assessment of student achievement (or part of
an assessment), a statement is provided indicating why:
a. the student cannot participate in the regular assessment and
b. the particular alternate assessment selected is appropriate for the student.
8. Physical Education (PE): A statement of the PE services in which the child will participate, and
any specially designed PE, if necessary. Each student with a disability must be afforded the
opportunity to participate in the general education PE program available to non-disabled
students unless the student is enrolled full-time in a separate facility or needs specially designed
PE.
9. Transportation: This component of the IEP specifies transportation requirements, if any. Refer
t
10. Special Factors: This component specifies consideration of the following (DoDM1342.E 4 S8c7, p
34):
a. Assistive technology devices and services for all students. Refer t
b. Language needs for the student with limited English proficiency. Refer t
c. Instruction in Braille and the use of Braille for a student who is blind or visually impaired
unless the CSC determines, after evaluation of the child’s skills, that instruction in Braille
or use of Braille is not appropriate. This evaluation will include consideration of the
student’s future needs for instruction in Braille or the use of Braille.
d. For a student whose behavior impedes his or her learning or that of others,
Interventions, strategies, and supports including positive behavioral interventions and
supports to address the behavior. Refer t
e. Language and communication needs, including for a student who is deaf or has a
hearing impairment, opportunities for direct communication with peers and
professional personnel in the student’s language and communication mode for direct
instruction and the full range of the student’s needs.
The IEP for secondary students must also contain:
E4 S8d, p 35
11. A statement indicating a graduation plan has been developed and indicating the type of plan in
accordance with DoDEA Graduation Administrative Instruction . A copy of
the graduation plan should be kept in the special education confidential file.
12. Transition services are to be in place on the student’s IEP by the time the student will turn 16, or
younger, if deemed appropriate. A transition assessment and plan must be completed for a 15-
year-old student who will turn 16 during the duration of the IEP, even if the annual IEP has not
yet expired. This transition services component is updated annually and outlines:
a. Measurable postsecondary goals based on age-appropriate transition assessments
related to training, education, employment and, where appropriate, independent living
skills.
b. The transition services, including courses of study, needed to assist the student in
reaching postsecondary goals.
13. Beginning at least one year before the student reaches the age of majority (18 years of age), a
statement documenting that the student has been informed of these transferring rights. An
exception exists for a student determined to be incompetent in accordance with applicable
Federal and/or State laws.