IEP Cohort II Elementary Modeling

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IEP Cohort IIElementaryModeling

• December 10, 2008
• RIDE
• IEP Network Community of Practice, RITAP

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Session One Goals

• Session 1 Goals
• Participants will
• Become familiar with the IEP process and
  products.
• Provide input into the goals for the Cohort
  sessions
• Identify questions related to the process and
  product
• Provide ongoing feedback
• Gain familiarity with case studies, Jimmy John
  (aka JJ) and Marcus (homework)

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Agenda

• 400pm Introductions and Overview
• 415pm What We Hope to Accomplish
• A Group Conversation
• Overview of Roles and Responsibilities
• 440pm IEP Process and Product
• One Group, One Message
• Summary of Case Study, JJ
• Homework Assignment, Marcus
• 545pm Evaluation and Next Steps

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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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What Are Your Outcomes?

• At your table discuss
• Is this your understanding of why you are here?
• What are your thoughts related to roles and
  responsibilities?

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Highlights of Changes

• Present Levels of Academic Achievement and
  Functional Performance
• Transition Goals that are measurable and based
  upon age appropriate assessments
• Transition Services
• Measurable Academic or Function Goal(s) including
  baseline and progress measurement
• Short-term Objectives aligned with PLPs and ILPs
• Special Education Services is a description of
  the service provided for the student
• Educational Environments
• Agreement

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One Group One Message

• The following slides are designed for two
  purposes
• To provide all of us today with the same
  foundation on transition and IEP
• To provide you with materials that are useful for
  the needs of your audiences.

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Case Study

• Read the case study Jimmy John (JJ)

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Present Level of Academic Achievement and
Functional Performance

• Functional Performance- Describe strengths and
  needs based on skills or activities used in the
  context of routine activities of everyday living.
  (ex. communication, organization, self advocacy,
  self regulation, and social emotional behavior)
• Academic Achievement- Describe strengths and
  needs based on DATA in reading, writing, math and
  other subjects as appropriate related to
  students post-school goals.

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What Are Present Levels of Functional Performance
and Academic Achievement?

• Read your case study and as a group discuss and
  record
• Functional
• Academic
• Report Out to Group

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What are JJs Present Levels of Functional
Performance and Academic Achievement?
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What are JJs Present Levels of Functional
Performance?
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What are JJs Present Levels of Academic
Achievement?
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Write Measurable Annual Goals

• Include
• 1. Area of need e.g., reading, writing , math,
  communication, behavior
• 2. Baseline (what I can do now).
• 3. Goal.
• - What I can do by the end of this IEP.
• - How will my progress be measured?
• - When will progress be reported?
• 4. Short-term objectives/benchmarks.
• - Measurable steps along the way to help me
  reach my goal.

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What is the Baseline?

• Baseline What the student can do now
• Brief, specific, quantitative measurable
  statement.
• This is not a comprehensive description in the
  area of need. The present level already includes
  the baseline.
• Rule of thumbif you have written a
  sentence it is too much..

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Measurable Academic or Functional Goal(s)

• Formula
• Annual Academic Goal learner WIDA
  ELPsELS/GLEs/GSEs/AAGSE individuals target
  performance measurability

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• What are JJs Measurable Annual Goals?

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JJs Measurable Annual Goals
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JJs Annual Goal
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Progress Measured and Progress Reported

• Progress Measured
• Type of data collected
• How often collected

• Progress Reported
• How often reported

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

• Read Marcus
• 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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Evaluation and Feedback

• What worked?

• What didnt?