New IEP Process and Product Preschool Special Education Conference Series #3 May 22, 2008 Barrie Grossi, Lynne Ryan RI Department of Education RI Technical Assistance Project

Session Outcomes  Participants will develop a basic understanding of the major changes in the IEP process and products  Participants will provide information on areas that require further professional development and guidance

IEP Development Process Student Case Studies Shareholder Review and Input Pilot Revise Document Review Research/Literature

Student Case Studies Profiles of 12 students  Early Childhood  Elementary  Middle  High School  ELLs with disabilities  Students assessed to AAGSEs

Shareholder Review and Input IEP Network Statewide Meetings IEP Subcommittee Meetings ARIASE Executive Board Regional Special Education Administrators Administrators of Private Special Education Schools Educational Surrogates RIPIN RI SEAC Faculty from Johnson and Wales, RIC, Salve, PC, URI Transition Coordinators Early Childhood ELL Committee RIDE Offices

Pilot Secondary Special Educators Statewide IEP Network and Subcommittee Members graduate and undergraduate students Transition Coordinators Early Childhood Educators ELL Educators Parents and Parent Group Representatives Special Educators with Students Assessed to RI AAGSE

RI Regulations Timetable  December 19, 2007: Final Regulations approved by the RI Board of Regents  July 1, 2008: Regulations will take effect

General Information Implementation Guidance:  IEPs developed prior to July 1, 2008 are valid until reviewed/revised through the IEP process  IEPs developed, amended or reviewed beginning July 1, 2008 must use new RI process and product and be consistent with RI Regulations  IEP teams may need to develop a timeline for IEP review shorter than the maximum one year period in order to comply with RI Regulations

General Information Implementation Guidance  IEP team decisions on ESY services made prior to July 1, 2008 should be based upon the current 230 day requirement.  IEP team decisions made beginning July 1, 2008 must follow the RI Regulations, including the RI ESY standards

Speech and Language Services The new Regulations do not:  Remove Speech and Language Impairment as a disability category  Affect students under the age of 9  Affect students of any age who presently receive speech and language pathology as a related service in addition to specially designed instruction

IEP Products  IEP Guidebook: Directions for Completing the IEP Form  IEP Manual: Purpose Process and Product  IEP Form for Students Age 3 thru 13  IEP Form for Secondary Transition 

Preschool Highlights Present Levels of Academic Achievement and Functional Performance Measurable Academic or Function Goal(s) including baseline and progress measurement Short-term Objectives Special Education Services is a description of the service provided for the student Educational Environments Agreement

IEP and Early Childhood  General education for preschool children addresses all 8 domains of the RI Early Learning Standards  Within those 8 domains are learning goals that describe academic achievement and functional performance.

Present Levels of Academic Achievement and Functional Performance For Preschool Children What Can This Student Do Now? StrengthsNeeds

Present Levels of Academic Achievement and Functional Performance  Definition of Functional  Description not bullets  Comprehensive Profile of Student that includes a measurable baseline in areas of need  Using the RI ELS as a guide the IEP team must identify the child’s strengths and needs in each area and describe how the child’s disability impacts the child’s participation in appropriate activities.  Measurable baseline must be included if the need will require specially designed instruction and an annual goal  Pre K page 9, 10

Measurable Academic or Functional Goal(s)  Baseline- Brief specific quantitative measurable statement of what the student can currently do in area of need  Measurable academic goal aligned to ELS, GLEs, WIDA  Formula: Preschool Annual Academic or Functional Goal = learner + ELS/GLE + WIDA + individual’s target performance + measurability Pre K page 15

Progress Measured and Progress Reported Progress Measured  Type of data collected  How often collected  Pre K page 17 Progress Reported  How often reported

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) Pre K page 19, 20

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  Pre K page 21, 22, 23

Educational Environments  Calculate amount of time student will spend in regular class  Pre K page 27

Placement  Check the point on the continuum that represents the educational placement of the student with a disability  Pre K page 29

Information for Parents  Signature is no longer required on IEPs  Informed Written Consent is required for initial placement in special education  Written Prior Notice Must Be Provided with every IEP  Pre K page 30, 31