June 3, 2009

1. June 3, 2009 IEP Cohort III Early ChildhoodGuided Practice June 3, 2009 RIDE IEP Network Community of Practice, RITAP

2. June 3, 2009 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. June 3, 2009 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

4. June 3, 2009 Agenda 4:00pm Welcome 4:10pm Group Discussion: Identification of questions related to your use of the IEP process and product 4:25pm Review Homework: Janelle 5:30pm Development of Sample IEPs 5:45pm Evaluation and Next Steps

5. June 3, 2009 Group Discussion

6. June 3, 2009 Peter: Special Education and Related Services

7. June 3, 2009 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)

8. June 3, 2009 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

9. June 3, 2009 Peter�s Special Education and Related Services

10. June 3, 2009 Peter�s Supplementary Aides, Services, Program Modifications, Supports for School Personnel

11. June 3, 2009 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

12. June 3, 2009 Activity Janelle

13. June 3, 2009 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

14. June 3, 2009 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 child�s participation in appropriate activities? Does the description of strengths and needs include clear, measurable levels of performance based upon data describing the child�s participation in appropriate activities? Does the description relate to the child�s age appropriate RI Early Learning Standards? Does the description include the child�s participation in age appropriate activities in each of the 8 areas of the RI Early Leaning Standards?

15. June 3, 2009 Share

16. June 3, 2009 What are Janelle�s Present Levels of Performance?

17. June 3, 2009 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)

18. June 3, 2009 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.

19. June 3, 2009 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).

20. June 3, 2009 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)

21. June 3, 2009 Present Level- Needs Janelle�s 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)

22. June 3, 2009 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 Learner=black Standard=red Target=blue Measurability=green Report out to the group

23. June 3, 2009 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?

24. June 3, 2009 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?

25. June 3, 2009 What are Janelle�s Measurable Annual Goals?

26. June 3, 2009 Janelle�s Measurable Annual Goals

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29. June 3, 2009 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. June 3, 2009 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. June 3, 2009 Janelle�s Special Education and Related Services

32. June 3, 2009 Supplementary Aides, Services, Program Modifications, Supports to School Personnel