Title: IEP Cohort I Secondary Guided Practice
1IEP Cohort ISecondaryGuided Practice
- January 26, 2009 RIDE
- IEP Network Community of Practice, RITAP
- Regional Transition Coordinators
2Overall 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.
3Session 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
4Agenda
- 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
5Group Discussion
6Activity Dean
7Case 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
-
8Checklist 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
-
9Transition Assessments My measurable
post-school goals are based upon the following
assessments
10My Measurable Post-School Goals
11Case 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
-
12Checklist 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?
13What are Deans Present Levels of Functional
Performance?
14(No Transcript)
15What are Deans Present Levels of Academic
Achievement?
16(No Transcript)
17Transition Needs Worksheet
- Share the transition needs worksheets at your
table - Complete one transition needs worksheet on the
transparency - Share
18Case 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
-
19Transition 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
20Transition Services I Need to Help Me Reach My
Post-School Goals
21Case 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
-
22Annual 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?
23Annual 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?
25Deans 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.
26My 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.
27My 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.
28My 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.
29Case 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
-
30Special 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?
31Deans Special Education and Related Services
32Special Education
33Related Service(s)
34Sample 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.
35Homework
- 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.
36Evaluation and Feedback