New IEP Process and New IEP Process and ProductProduct

Preschool Special Preschool Special Education Conference Education Conference

Series #3Series #3

May 22, 2008May 22, 2008Barrie Grossi, Lynne RyanBarrie Grossi, Lynne Ryan

RI Department of Education RI Department of Education RI Technical Assistance ProjectRI Technical Assistance Project

Session OutcomesSession Outcomes Participants will develop a basic Participants will develop a basic

understanding of the major changes in understanding of the major changes in the IEP process and productsthe IEP process and products

Participants will provide information on Participants will provide information on areas that require further professional areas that require further professional development and guidance development and guidance

IEP Development ProcessIEP Development Process

Student Case Studies

Pilot

Revise Document

ReviewResearch/Literature

Shareholder Review and Input

Student Case StudiesStudent Case Studies

Profiles of 12 studentsProfiles of 12 students Early Childhood Early Childhood ElementaryElementary MiddleMiddle High SchoolHigh School ELLs with disabilitiesELLs with disabilities Students assessed to AAGSEsStudents assessed to AAGSEs

Shareholder Review and InputShareholder Review and InputIEP Network Statewide Meetings IEP Network Statewide Meetings IEP Subcommittee Meetings IEP Subcommittee Meetings ARIASE Executive BoardARIASE Executive BoardRegional Special Education AdministratorsRegional Special Education AdministratorsAdministrators of Private Special Education SchoolsAdministrators of Private Special Education SchoolsEducational SurrogatesEducational SurrogatesRIPINRIPINRI SEACRI SEACFaculty from Johnson and Wales, RIC, Salve, PC, URIFaculty from Johnson and Wales, RIC, Salve, PC, URITransition CoordinatorsTransition CoordinatorsEarly ChildhoodEarly ChildhoodELL CommitteeELL CommitteeRIDE Offices RIDE Offices

PilotPilotSecondary Special Educators StatewideSecondary Special Educators StatewideIEP Network and Subcommittee MembersIEP Network and Subcommittee Members140 + graduate and undergraduate students140 + graduate and undergraduate studentsTransition CoordinatorsTransition CoordinatorsEarly Childhood EducatorsEarly Childhood EducatorsELL EducatorsELL EducatorsParents and Parent Group RepresentativesParents and Parent Group RepresentativesSpecial Educators with Students Assessed to RI Special Educators with Students Assessed to RI

AAGSEAAGSE

RI Regulations Timetable RI Regulations Timetable December 19, 2007: Final Regulations December 19, 2007: Final Regulations

approved by the RI Board of Regentsapproved by the RI Board of Regents July 1, 2008: Regulations will take effectJuly 1, 2008: Regulations will take effect

www.ride.ri.govwww.ride.ri.gov

General InformationGeneral InformationImplementation Guidance:Implementation Guidance: IEPs developed prior to July 1, 2008 are valid IEPs developed prior to July 1, 2008 are valid

until reviewed/revised through the IEP processuntil reviewed/revised through the IEP process IEPs developed, amended or reviewed beginning IEPs developed, amended or reviewed beginning

July 1, 2008 must use new RI process and July 1, 2008 must use new RI process and product and be consistent with RI Regulationsproduct and be consistent with RI Regulations

IEP teams may need to develop a timeline for IEP teams may need to develop a timeline for IEP review shorter than the maximum one year IEP review shorter than the maximum one year period in order to comply with RI Regulationsperiod in order to comply with RI Regulations

General InformationGeneral Information

Implementation GuidanceImplementation Guidance IEP team decisions on ESY services IEP team decisions on ESY services

made prior to July 1, 2008 should be made prior to July 1, 2008 should be based upon the current 230 day based upon the current 230 day requirement.requirement.

IEP team decisions made beginning July IEP team decisions made beginning July 1, 2008 must follow the RI Regulations, 1, 2008 must follow the RI Regulations, including the RI ESY standardsincluding the RI ESY standards

Speech and Language Speech and Language ServicesServices

The new Regulations do not:The new Regulations do not: Remove Speech and Language Remove Speech and Language

Impairment as a disability categoryImpairment as a disability category Affect students under the age of 9Affect students under the age of 9 Affect students of any age who presently Affect students of any age who presently

receive speech and language pathology receive speech and language pathology as a related service in addition to as a related service in addition to specially designed instructionspecially designed instruction

IEP ProductsIEP Products IEP Guidebook: Directions for IEP Guidebook: Directions for

Completing the IEP FormCompleting the IEP Form IEP Manual: Purpose Process and IEP Manual: Purpose Process and

ProductProduct IEP Form for Students Age 3 thru 13 IEP Form for Students Age 3 thru 13 IEP Form for Secondary TransitionIEP Form for Secondary Transition www.ritap.org/iepwww.ritap.org/iep

Preschool Highlights Preschool Highlights Present Levels of Academic Achievement and Present Levels of Academic Achievement and

Functional PerformanceFunctional PerformanceMeasurable Academic or Function Goal(s) Measurable Academic or Function Goal(s)

including baseline and progress measurementincluding baseline and progress measurementShort-term ObjectivesShort-term ObjectivesSpecial Education Services is a description of the Special Education Services is a description of the

service provided for the studentservice provided for the studentEducational EnvironmentsEducational EnvironmentsAgreementAgreement

IEP and Early ChildhoodIEP and Early Childhood General education for preschool children General education for preschool children

addresses all 8 domains of the RI Early addresses all 8 domains of the RI Early Learning StandardsLearning Standards

Within those 8 domains are learning Within those 8 domains are learning goals that describe academic goals that describe academic achievement and functional performance. achievement and functional performance.

Present Levels of Academic Achievement and Functional Performance

For Preschool ChildrenWhat Can This Student Do Now?

Strengths Needs

Present Levels of Academic Present Levels of Academic Achievement and Functional Achievement and Functional PerformancePerformance

Definition of FunctionalDefinition of Functional Description Description not bulletsnot bullets Comprehensive Profile of Student that includes a Comprehensive Profile of Student that includes a

measurable baseline in areas of need measurable baseline in areas of need Using the RI ELS as a guide the IEP team must identify Using the RI ELS as a guide the IEP team must identify

the child’s strengths and needs in each area and the child’s strengths and needs in each area and describe how the child’s disability impacts the child’s describe how the child’s disability impacts the child’s participation in appropriate activities.participation in appropriate activities.

Measurable baseline must be included if the need will Measurable baseline must be included if the need will require specially designed instruction and an annual goalrequire specially designed instruction and an annual goal

Pre K page 9, 10Pre K page 9, 10

Measurable Academic or Measurable Academic or Functional Goal(s)Functional Goal(s)

Baseline- Brief specific quantitative measurable Baseline- Brief specific quantitative measurable statement of what the student can currently do in statement of what the student can currently do in area of needarea of need

Measurable academic goal aligned to ELS, Measurable academic goal aligned to ELS, GLEs, WIDAGLEs, WIDA

Formula:Formula:PreschoolPreschool Annual Academic or Functional Annual Academic or Functional

Goal Goal = = learnerlearner + + ELS/GLEELS/GLE + + WIDA WIDA ++ individual’s individual’s target performancetarget performance + + measurabilitymeasurability

Pre K page 15Pre K page 15

Progress Measured and Progress Measured and Progress ReportedProgress Reported

Progress MeasuredProgress Measured Type of data Type of data

collectedcollected How often collectedHow often collected

Pre K page 17Pre K page 17

Progress ReportedProgress Reported How often reportedHow often reported

Special EducationSpecial Education Describe the specially designed instruction i.e. Describe the specially designed instruction i.e.

instruction adapted in content, methodology or delivery instruction adapted in content, methodology or delivery (not a person or place)(not a person or place)

Research basedResearch based Allows access to general curriculum and participation in Allows access to general curriculum and participation in

extracurricular and other nonacademic activitiesextracurricular and other nonacademic activities Provider listed in this section can only be:Provider listed in this section can only be:Special Educator, Teacher of the Blind Visually Impaired, Special Educator, Teacher of the Blind Visually Impaired,

Teacher of the Deaf Hard of Hearing, APE TeacherTeacher of the Deaf Hard of Hearing, APE TeacherSpeech Language Pathologist (until child turns 9)Speech Language Pathologist (until child turns 9)

Pre K page 19, 20Pre K page 19, 20

Related ServicesRelated Services Related Service-Use the listed categoriesRelated Service-Use the listed categories Describe Related Service Describe Related Service Providers- Identify the role of Providers- Identify the role of

appropriately certified licensed or appropriately certified licensed or otherwise qualified personnel who will otherwise qualified personnel who will provide the serviceprovide the service

Pre K page 21, 22, 23Pre K page 21, 22, 23

Educational Educational EnvironmentsEnvironments

Calculate amount of time student will Calculate amount of time student will spend in regular classspend in regular class

Pre K page 27Pre K page 27

PlacementPlacement Check the point on the continuum thatCheck the point on the continuum thatrepresents the educational placement of represents the educational placement of

the student with a disability the student with a disability

Pre K page 29Pre K page 29

Information for ParentsInformation for Parents Signature is no longer required on IEPsSignature is no longer required on IEPs Informed Written Consent is required for Informed Written Consent is required for

initial placement in special educationinitial placement in special education Written Prior Notice Must Be Provided Written Prior Notice Must Be Provided

with every IEPwith every IEP Pre K page 30, 31Pre K page 30, 31