IEP Cohort I Secondary Guided Practice

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IEP Cohort ISecondaryGuided Practice

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

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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.

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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

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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

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Group Discussion
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Activity Dean
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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

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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

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Transition Assessments My measurable
post-school goals are based upon the following
assessments
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My Measurable Post-School Goals
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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

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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?

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What are Deans Present Levels of Functional
Performance?
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(No Transcript)
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What are Deans Present Levels of Academic
Achievement?
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(No Transcript)
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Transition Needs Worksheet

• Share the transition needs worksheets at your
  table
• Complete one transition needs worksheet on the
  transparency
• Share

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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

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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

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

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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

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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?

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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?

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• What are Deans Measurable Annual Goals?

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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.
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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.
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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.
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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.
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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

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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?

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Deans Special Education and Related Services
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Special Education
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Related Service(s)
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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.

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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.

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Evaluation and Feedback

• What worked?

• What didnt?