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IEP Cohort I Secondary Guided Practice

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Title: IEP Cohort I Secondary Guided Practice


1
IEP Cohort ISecondaryGuided Practice
  • January 26, 2009 RIDE
  • IEP Network Community of Practice, RITAP
  • Regional Transition Coordinators

2
Overall Outcome
  • Rhode Island will have a cadre of individuals who
    are trained to provide professional development
    for families and school personnel on Rhode Island
    IEP Process and Product 2008.
  • Roles and Expectations
  • Cohort members will serve as district liaison
    between their school district and the IEP Network
    Community of Practice. In addition, they will
    receive ongoing technical assistance and support
    throughout the school year on issues related to
    the development of IEPs.

3
Session Two Goals
  • Session 2 Goals
  • Participants will
  • Review IEPs using case study Dean
  • Practice reviewing IEPs using the transition
    checklist and transition activity
  • Identify questions related to your use of the
    IEP process and product
  • Generate sample IEPs
  • Provide ongoing feedback on training/presentation
    activities

4
Agenda
  • 400pm Welcome
  • 410pm Group Discussion
  • Identification of questions related to use
    of the IEP process and product since session
    1
  • 425pm Review Homework Dean
  • 515pm Development of Sample IEPs
  • 545pm Evaluation and Next Steps

5
Group Discussion
6
Activity Dean
7
Case Study Dean
  • At your table discuss the transition assessment
    section and post school goals section for Dean
  • Create one group developed transition assessment
    section and post school goals
  • Record your transition assessments and post
    school goals on transparency paper
  • Apply the checklist
  • Can you check yes for each item? If not revise on
    the transparency using a different colored pen.
  • Report out to the group

8
Checklist for Transition Assessment Section and
Post-School Goals
  • Transition Assessment
  • Transition assessments are included for students
    age 14 on.
  • Transition assessments include name, date, and
    post school goals for each area
  • Post-School Goals
  • Include
  • Education and Training
  • Employment
  • Independent Living (if appropriate)
  • Stated in terms of what will occur one year
    after graduation
  • Goals stated in measurable terms

9
Transition Assessments My measurable
post-school goals are based upon the following
assessments
10
My Measurable Post-School Goals
11
Case Study Dean
  • At your table discuss your present levels of
    performance.
  • Create one group developed present level for your
    assigned area
  • Record your present level on transparency paper
  • Use the checklist
  • Can you check yes for each item? If not revise on
    the transparency using a different colored pen.
  • Report out to the group

12
Checklist for Present Levels of Functional
Performance and Academic Achievement
  • Is it related to measurable post-school goals?
  • Is it based on age appropriate transition
    services?
  • Does the statement of present levels of
    functional performance and academic achievement
    describe how the disability affects the childs
    involvement and progress in the general
    curriculum?
  • Does the description of strengths and needs
    include clear, measurable levels of performance
    based upon data describing the childs
    involvement and progress in the general
    curriculum?
  • Is there a description for both functional
    performance and academic achievement?
  • Does the description relate to the childs age
    appropriate grade level expectations?

13
What are Deans Present Levels of Functional
Performance?
14
(No Transcript)
15
What are Deans Present Levels of Academic
Achievement?
16
(No Transcript)
17
Transition Needs Worksheet
  • Share the transition needs worksheets at your
    table
  • Complete one transition needs worksheet on the
    transparency
  • Share

18
Case Study Dean
  • At your table discuss your transition service
    page and program of study.
  • Create one group transition service page and
    program of study
  • Record your transition service page and program
    of study on transparency
  • Use the checklist
  • Can you check yes for each item? If not revise on
    the transparency using a different colored pen.
  • Report out to the group

19
Transition Service/ Program of Study Checklist
  • Transition Services
  • At least one transition service is included
  • Program of Study
  • A program of study is included that will
    assist the student in meeting post- school goals

20
Transition Services I Need to Help Me Reach My
Post-School Goals

21
Case Study Dean
  • At your table discuss your measurable annual
    goal.
  • Create one group developed measurable annual goal
  • Record your annual goal on transparency paper
  • Use the checklist
  • Can you check yes for each item? If not revise on
    the transparency using a different colored pen.
  • Color code the components of the annual goal
  • Learnerblack
  • Standardred
  • Targetblue
  • Measurabilitygreen
  • Report out to the group

22
Annual Goal Checklist
  • At least one annual goal has been written that
    will assist in meeting the post-school goals.
  • Baseline Does it include a brief specific
    quantitative measurable phrase?
  • Annual Goal Does it include
  • 1. the learner
  • 2. the standard (for academic goals)
  • 3. target performance
  • 4. measurability
  • Progress Measured
  • Does it include the statement of the type of data
    to be collected?
  • Does it include a statement of how often data is
    to be collected?

23
Annual Goal Checklist (cont.)
  • Short term objectives
  • Are they related to the goal?
  • Are there at least 2 objectives for each goal?
  • Are they written in objective, measurable terms?
  • Are they aligned when appropriate to PLPs/ILPs?

24
  • What are Deans Measurable Annual Goals?

25
Deans Measurable Annual Goals
My Measurable Annual Academic or Functional
Goal(s)
Measurable Short Term Objectives or
Benchmarks These are the measurable steps along
the way to help me achieve this goal.
26
My Measurable Annual Academic or Functional
Goal(s)
Measurable Short Term Objectives or
Benchmarks These are the measurable steps along
the way to help me achieve this goal.
27
My Measurable Annual Academic or Functional
Goal(s)
Measurable Short Term Objectives or
Benchmarks These are the measurable steps along
the way to help me achieve this goal.
28
My Measurable Annual Academic or Functional
Goal(s)
Measurable Short Term Objectives or
Benchmarks These are the measurable steps along
the way to help me achieve this goal.
29
Case Study Dean
  • At your table discuss your special education and
    related services.
  • Create one group developed special education and
    related service section
  • Record your special education and related
    services on transparency paper
  • Use the checklist
  • Can you check yes for each item? If not revise on
    the transparency using a different colored pen.
  • Report out to the group

30
Special Education and Related Services Checklist
  • Does the special education service describe the
    specially designed instruction i.e. instruction
    adapted in content, methodology or delivery (not
    a person or place)?
  • Is it research based to the extent practicable?
  • Does it allow access to general curriculum and
    participation in extracurricular and other
    nonacademic activities
  • Is the provider one of the following
  • Special Educator, Teacher of the Blind Visually
    Impaired, Teacher of the Deaf Hard of Hearing,
    APE Teacher, Speech Language Pathologist (until
    child turns 9)
  • Does the related service describe the related
    service provided to assist the student?
  • Is it research based to the extent practicable?
  • Does it identify the role of the appropriately
    certified, licensed or otherwise qualified
    personnel who will provide the service?
  • Has transportation been considered and included
    when necessary?

31
Deans Special Education and Related Services
32
Special Education
33
Related Service(s)
34
Sample IEPs
  • Apply the checklists to the IEP you brought.
  • Check off each item.
  • Make a copy of the checklist and take with you
  • Leave another copy of the checklist and the IEP
    on the table.

35
Homework
  • Using a copy of the IEP you just handed in or a
    different one of your choice
  • Take any component(s) of the checklist that did
    not meet the requirement and revise.
  • Try convening a small group back in your district
    and apply the checklist to an IEP and revise that
    IEP as needed.
  • Record your thoughts related to facilitation of
    the activity and the content areas of the IEP
    most often needing to be revised. Come prepared
    to discuss.

36
Evaluation and Feedback
  • What worked?
  • What didnt?
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