IEP Cohort III Early Childhood Guided Practice

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IEP Cohort III Early ChildhoodGuided Practice

• June 3, 2009
• RIDE
• IEP Network Community of Practice, RITAP

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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 studies Peter and Janelle
• Practice reviewing IEPs with checklist
• 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
  your use of the IEP process and product
• 425pm Review Homework Janelle
• 530pm Development of Sample IEPs
• 545pm Evaluation and Next Steps

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Group Discussion
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Peter Special Education and Related Services
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Special Education

• Describe the specially designed instruction i.e.
  instruction adapted in content, methodology or
  delivery (not a person or place)
• Research based
• Allows access to general curriculum and
  participation in extracurricular and other
  nonacademic activities
• Provider listed in this section can only be
• Special Educator, Teacher of the Blind Visually
  Impaired, Teacher of the Deaf Hard of Hearing,
  APE Teacher
• Speech Language Pathologist (until child turns 9)

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Related Services

• Related Service-Use the listed categories
• Describe Related Service
• Providers- Identify the role of appropriately
  certified licensed or otherwise qualified
  personnel who will provide the service

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Peters Special Education and Related Services
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Peters Supplementary Aides, Services, Program
Modifications, Supports for School Personnel
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Homework

• Read Janelle
• Complete present levels of academic achievement
  and functional performance
• Write one measurable annual goal (baseline, goal,
  progress measurement, short term objectives)
• Develop Special Education/Related Services
• Choose an IEP from your district that can be
  developed into a case study. Bring the IEP with
  you to next meeting. Be certain to white out all
  identifying information.
• Bring Homework to next meeting

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Activity Janelle
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Case Study Janelle

• 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

• Does the statement of present levels of academic
  achievement and functional performance describe
  how the disability affects the
• childs participation in appropriate
  activities?
• Does the description of strengths and needs
  include clear, measurable levels of performance
  based upon data describing the
• childs participation in appropriate
  activities?
• Does the description relate to the childs age
  appropriate RI Early Learning Standards?
• Does the description include the childs
  participation in age appropriate activities in
  each of the 8 areas of the RI Early Leaning
  Standards?

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Share
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What are Janelles Present Levels of Performance?
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Present Level - Strengths

• Janelle is friendly and cooperative and follows
  rules and routines of his preschool program. He
  enjoys playing with toys and outdoor play
  equipment. He plays cooperatively with his
  peers. He shares and takes turns. Janelle
  initiates hands-on activities independently and
  sustains attention until they are completed. He
  demonstrates curiosity through physical
  exploration. (Approaches to Learning, Creativity,
  Science)
• He can draw shapes and simple pictures. Fine and
  gross motor skills and social emotional
  development are age appropriate. (Physical Health
  and Development Social and Emotional Development)

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Present Level - Strengths (cont)

• Janelle can follow 2-3 step directions. He enjoys
  looking at books and sitting with his teacher
  listening to stories, particularly ones that have
  pictures. (Language Development and
  Communication)
• He can sort objects by shape, size, and color.
  He can name colors and identify shapes by
  pointing. Janelle names simple objects and
  pictures in his classroom and can address his
  classmates by name.

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Present Level - Needs

• Listening to a story in a group and responding
  appropriately to related questions are difficult
  tasks. Attention to these tasks is variable.
  After 4-5 minutes, he tends to wander visually or
  become physically active (touching, squirming,
  etc.). Needs to improve his ability to express
  himself in a way that can be understood by
  others. His expressive vocabulary is limited. He
  speaks in response to adult prompts. Typically
  1-2 word utterances are used in combination with
  pointing and gesturing in spontaneous verbal
  exchanges with adults and peers. He communicates
  infrequently during free play, morning meeting,
  and daily activities. When faced with a problem,
  he typically gives up, gives in, or walks away
  instead of using language to express himself.
  He generally describes objects by using color
  words. He asks questions infrequently, voicing
  them with inflection (e.g. Mommy work?). Two
  word utterances are generally intelligible in
  context (80) however, intelligibility decreases
  significantly when the context of communication
  is unknown and/or when he attempts longer
  sentences, due to numerous developmental
  articulation errors. Misarticulation of /K/ and
  /G/ in the initial, medial, and final positions
  is also evident. (Language
  Development and Communication).

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Present Levels - Needs

• He exits and enters play by physically joining or
  leaving the group. (Approaches to Learning)
• Janelle needs to increase his understanding of
  environmental print and identify his name when it
  is written. Labeling letters and shapes requires
  further development. (Literacy). He is at the
  Forerunner level of the developmental Continuum
  of the Creative Curriculum for Reading 45 and
  46. He demonstrates an emerging interest in
  letters and words as evidenced by his journal
  writing. He is beginning to use scribble write
  with some letter like forms interspersed. He is
  at Level I of the developmental continuum of
  Creative Curriculum for Writing 50. (Literacy)

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Present Level- Needs

• Janelles understanding of patterns, concepts,
  and comparatives is not yet evidenced. He is at
  the Forerunner Level (patterns 30) in the
  Creative Curriculum Developmental Continuum,
  Cognitive development Logical Thinking.
  (Mathematics)
• He can rote count to 5. He is at Level I of the
  Creative Curriculum Developmental Continuum ,
  Cognitive Development Logical Thinking (rote
  counting 34). (Mathematics)

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Case Study Janelle

• 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

• Baseline Does it include a brief specific
  quantitative measurable phrase?
• Annual Goal Does it include
• 1. the learner
• 2. the standard
• 3. individualized 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?

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What are Janelles Measurable Annual Goals?
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Janelles Measurable Annual Goals
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(No Transcript)
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(No Transcript)
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Case Study Janelle

• 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?

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Janelles Special Education and Related Services
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Supplementary Aides, Services, Program
Modifications, Supports to School Personnel