Created by- Michele Azzinaro Special Education, LEA Westerly High School.

Created by- Michele Azzinaro Special Education, LEA Westerly High School

General Information This IEP project was created specifically in regards to procedures/practices that are followed in the Westerly Public School District. The “Page #” in the Header of this Power Point directly correlates to the Rhode Island IEP Guidebook on Secondary Transition. Follow the page guide located in the left margin, on each page of the Guidebook. Pages may vary on each IEP, based on the amount of information, as it differs on each child. This presentation was created in collaboration with Melissa Denton, LEA at Westerly Middle School. I would like to credit a team of Special Educators and Administrators who work together weekly, creating policy and procedure. Some of the information acquired to assist with the general informational slides, was a result of the team meetings.

of the Secondary IEP Form Question 1 The IEP effective date starts: a. on the meeting date b. 10 days from the meeting date c. needs to be discussed at the meeting

of the Secondary IEP Form Answer 1 The IEP effective date starts: a. on the meeting date b. 10 day from the meeting date c. needs to be discussed at the meeting This is an IEP decision. If it is dated to start on the meeting date, the parent must sign the Yellow Prior Written Notice Form to waive the 10 day implementation waiting period. If not, the plan is dated to start 10 days from the meeting.

of the Secondary IEP Form Question 2 The most recent evaluation date is: a. the date of the most recent psychological b. the date of the most recent educational c. the date of the most recent evaluation d. the date of the most recent eligibility meeting

of the Secondary IEP Form Answer 2 The most recent evaluation date is: a. the date of the most recent psychological b. the date of the most recent educational c. the date of the most recent evaluation d. the date of the most recent eligibility meeting

of the Secondary IEP Form Question 3 The next evaluation date is : a. three years from the last eligibility b. three years from the last evaluation Question 4 TF Before the re-evaluation date, the IEP team must meet to discuss the re-evaluation process.

of the Secondary IEP Form Answer 3 The next evaluation date is : a. three years from the last eligibility b. three years from the last evaluation Answer 4 TF Before the re-evaluation date, the IEP team must meet to discuss the re-evaluation process. It is best practice to invite professionals that have expertise in areas proposed to be evaluated or re-evaluated.

of the Secondary IEP Form Question 5 T F If no evaluations are needed, the team must complete a new eligibility form. Question 6 T F Only an LEA can excuse a required meeting participant from not attending.

of the Secondary IEP Form Answer 5 T F If no evaluations are needed, the team must complete a new eligibility form. Answer 6 T F Only an LEA can excuse a required meeting participant from not attending. Only a parent or guardian can excuse a meeting participant from attending. This should be reflected in the minutes or a district form. The child must be present (unless excused) at a Secondary IEP meeting.

of the Secondary IEP Form Question 7 T F If a parent does not attend, this form should be sent home and signed. Question 8 T F A regular education teacher is only needed if the child has core academics in the mainstream. Question 9 T F An IEP meeting can be held without the parent/guardian present.

of the Secondary IEP Form Answer 7 T F If a parent does not attend, this form should be sent home and signed. Answer 8 T F A regular education teacher is only needed if the child has core academics in the mainstream. Answer 9 T F An IEP meeting can be held without the parent/guardian present.

of the Secondary IEP Form Question 10 Which of the following are acceptable transition assessment? (circle all that apply) a. Ten-Sigma b. Transition Planning Inventory c. Career Scope d. Situational Assessment (on the job assessment) e. Casey Life Skills Inventory f. all of the above

of the Secondary IEP Form Answer 10 Which of the following are acceptable transition assessment? (circle all that apply) a. Ten-Sigma b. Transition Planning Inventory c. Career Scope d. Situational Assessment (on the job assessment) e. Casey Life Skills Inventory f. all of the above

of the Secondary IEP Form Question 11 TF The only assessments that should be listed are the ones you will be working on that year. Question 12 T F If there are many different parts to a transitional assessment, you only have to list the parts that are intended to be completed within that year.

of the Secondary IEP Form Answer 11 TF The only assessments that should be listed are the ones you will be working on that year. Answer 12 T F If there are many different parts to a transitional assessment, you only have to list the parts that are intended to be completed within that year. Vocational Assessments should be a cumulative list throughout the student’s educational career and should reference the assessment as well as the section (if applicable) being used year to year. e.g.; Way to Go RI-Career Planning or LCCE- employment, resume writing

of the IEP Secondary Form Question 13 Which of the following is not a functional statement? a. completes 75% of all homework assigned nightly b. is established on the GRADE reading assessment according to their year in school c. requires prompting to remain on task an average of 3 times in a 30 minute class d. struggles to complete tasks that require working in a group with peers

of the Secondary IEP Form Answer 13 Which of the following is not a functional statement? a. completes 75% of all homework assigned nightly b. is established on the GRADE reading assessment according to their year in school c. requires prompting to remain on task an average of 3 times in a 30 minute class d. struggles to complete tasks that require working in a group with peers

of the Secondary IEP Form Question 14 Which would not be appropriate to list under academic needs? a. no needs at this time b. seems to dislike writing c. scored deficient in all areas on the fall NECAP d. requires visual models to complete a multi-step algebraic equation.

of the Secondary IEP Form Answer 14 Which would not be appropriate to list under Academic Needs? a. no needs at this time b. seems to dislike writing c. scored deficient in all areas on the fall NECAP d. requires visual models to complete a multi-step algebraic equation

of the Secondary IEP Form Question 15 The PLAAFP should not include: (select all that apply) a. curriculum based measurement data b. summary of student work c. rubric scored d. time samples e. NECAP scores f. cognitive or psychological standard test scores g. teacher opinions

of the Secondary IEP Form Answer 15 The PLAAFP should not include: (select all that apply) a. curriculum based measurement data b. summary of student work c. rubric score d. time samples e. NECAP scores f. cognitive or psychological standard test scores g. teacher opinions

of the Secondary IEP Form Question 16 Which of the following is not true about the topics listed under “Areas to be addressed during the timeframe of this IEP”: a. all must be listed in the PLAAFP b. all must be met by a service provided by a Special Education Teacher c. each must have a measureable Annual Goal d. all must be related to the child’s disability

of the Secondary IEP Form Answer 16 Which of the following is not true about the topics listed under “Areas to be addressed during the timeframe of this IEP”: a. all must be listed in the PLAAFP b. all must be met by a service provided by a Special Education Teacher c. each must have a measureable annual goal d. all must be related to the child’s disability

of the Secondary IEP Form Question 17 Which is not a well written Transition Service statement? a. I will meet with my Guidance Counselor to discuss colleges that offer a degree in Culinary Arts. b. I job shadow 3 different types of Chefs, (Pastry, Executive and Sous) at least once. c. I will open a checking account, saving $10.00 per week from my allowance. d. I will meet all my graduation requirements of obtain my high school diploma.

of the Secondary IEP Form Answer 17 Which is not a well written Transition Service statement? a. I will meet with my Guidance Counselor to discuss colleges that offer a degree in Culinary Arts. b. I job shadow 3 different types of Chefs, (Pastry, Executive and Sous) at least once. c. I will open a checking account, saving $10.00 per week out from my allowance. d. I will meet all my graduation requirements of obtain my high school diploma. The statement is too vague, we presume all students have this common goal. This is the area to write a statement which lists components the student’s ILP that they intend on completing.

of the Secondary IEP Form Question 18 T F “Program of Study” is a when the IEP team reviews school rules and graduation requirements. Question 19 T F The “Assurance of Transition Services” means the student has been provided information about transition planning in the areas of education and training, employment and independent living. Question 20 T F The student should agree to the their measureable post-secondary goals.

of the Secondary IEP Form Answer 18 T F “Program of Study” is a when the IEP team reviews school rules and graduation requirements. Answer 19 T F The “Assurance of Transition Services” means the student has been provided information about transition planning in the areas of education and training, employment and independent living. Answer 20 T F The student should agree to the their measureable post-secondary goals. The Secondary Transition planning requires the student to take an active role as a team participant, assuring their understanding and relevance of the IEP

of the Secondary IEP Form Question 21 Which of following statements should not be used as a baseline for an Annual Goal? a. completed 35% of all class work quarter one b. required 4 adult interventions during a 60 minute English class c. has difficulty comprehending textbook readings d. independently scored a 2 on the tenth grade writing rubric

of the Secondary IEP Form Answer 21 Which of following statements should not be used as a baseline for an Annual Goal? a. completed 35% of all class work quarter one. b. required 4 adult interventions during a 60 minute English class. c. has difficulty comprehending textbook readings d. independently scored a 2 on the tenth grade writing rubric This statement does not include data. The Baseline must include data in order for an Annual Goal to be written and measured.

of the Secondary IEP Form Question 22 A well written Annual Goal is not: a. obtainable in a year b. a description of the supports that should be provided to the student c. the next step based on the Baseline data d. easily measured to track student progress e. based on Grade Span Expectations

of the Secondary IEP Form Answer 22 A well written Annual Goal is not: a. obtainable in a year b. a description of the supports that should be provided to the student c. the next step based on the Baseline data d. easily measured to track student progress e. based on Grade Span Expectations An annual goal is the next step to improve the data in the Baseline. It should not include how adults will support or supplement instruction. It is a statement of what the student will be able to do related to a standard.

W Wh Baseline and Annual Goals What was Mary’s starting weight? How will we know if she met her goal? Does she need to lose 5 pounds or 50 pounds? We now know her starting weight. We also know how much her goal weight will be. We need to set a practical goal that can be accomplished in 1 year.

Baseline and Annual Goals Another Example: Baseline: Steve exercises, on average 30 minutes a week. Annual Goal: Steve will walk 4 miles a week. The baseline data is not related to the annual goal. How may miles does he walk now? How many minutes a week will he exercise this time next year? Baseline: Steve exercises an average of 30 minutes a week. Annual Goal: Steve will exercise an average of 90 minutes a week.We know this is initial data. We should be able to monitor his gains via the objectives or benchmarks. We can tell when he meets his goal! Another Example: Baseline: Steve exercises, on average 30 minutes a week. Annual Goal: Steve will walk 4 miles a week. The baseline data is not related to the annual goal. How may miles does he walk now? How many minutes a week will he exercise this time next year? Baseline: Steve exercises an average of 30 minutes a week. Annual Goal: Steve will exercise an average of 90 minutes a week.We know this is initial data. We should be able to monitor his gains via the objectives or benchmarks. We can tell when he meets his goal! The PLAAFP indicates that for his age, he should exercise 120 minutes per week

of the Secondary IEP Form Question 23 Each Annual Goal must have at least: a. one objective or benchmark b. two objectives or benchmarks c. three objectives or benchmarks Question 24 When writing Objectives, you must list: a. the sub-skills needed to meet this goal b. specific targets throughout the year c. either is correct depending on the goal

of the Secondary IEP Form Answer 23 Each Annual Goal must have at least: a. one objective or benchmark b. two objectives or benchmarks c. three objectives or benchmarks Answer 24 When writing Objectives, you must list: a. the sub-skills needed to meet this goal b. specific targets throughout the year c. either is correct depending on the goal

Benchmarks or Objectives? Benchmarks: By April, Mary will weigh 142 pounds. By August, Mary will weigh 139 pounds. By January, Mary will weigh 135 pounds. Objectives: Mary will drink no more than one sugary beverage a week. Mary will exercise 3 times a week for 30 minutes. Mary will log her food intake. Each Annual Goal must have at least 2 Benchmarks or Objectives. Let’s look back at our “real life” Annual Goal: Mary’s annual goal was to weigh 135 pounds by January of 2011. Each Annual Goal must have at least 2 Benchmarks or Objectives. Let’s look back at our “real life” Annual Goal: Mary’s annual goal was to weigh 135 pounds by January of 2011. YES

Benchmarks or Objectives? Benchmarks: By April, Mary will weigh 142 pounds. By August, Mary will weigh 139 pounds. By January, Mary will weigh 135 pounds. Objectives: Mary will drink no more than one sugary beverage a week. Mary will exercise 3 times a week for 30 minutes. Mary will log her food intake. Benchmarks are goals to measure progress throughout the year. It helps to see if the student is on track for reaching their goal. Objectives are the sub-skills or steps a student needs to take to reach their goal. Objectives help a teacher plan instruction to assist a student with reaching their Annual Goal.

of the Secondary IEP Form Question 25 Which of the following can not be listed under Special Education Services: a. supplemental instruction provided by an APE Teacher within the regular education setting b. direct instruction in writing provided in a small group setting c. social skills instruction provided by a social worker

of the Secondary IEP Form Answer 25 Which of the following can not be listed under special education services: a. supplemental instruction provided by an APE teacher within the regular education setting b. direct instruction in writing provided in a small group setting c. social skills instruction provided by a social worker

of the Secondary IEP Form Question 26 The following is not a related service: a. counseling with the School Psychologist b. language instruction from SLP c. OT consultation with Special Educator d. social skills group with Social Worker e. special transportation to and from school

of the Secondary IEP Form Answer 26 The following is not a related service: a. counseling with the School Psychologist b. language instruction from SLP c. OT consultation with Special Educator d. social skills group with Social Worker e. special transportation to and from school All services on this page must be direct services to a student. They can not include consultation with staff. This is a supplemental service.

Secondary Special Education and Related Service(s) Special Education Special Education Teacher Adaptive Physical Education Teacher Teacher of the Blind and Visually Impaired Teacher of the Deaf and Hard of Hearing Related Service(s) Speech & Language Pathologist Social Worker School Nurse Teacher School Psychologists Physical Therapist or Assistant Occupational Therapist or Assistant Licensed Physician Guidance Counselor Interpreter Audiologist Recreation &Therapeutic Specialist Transportation Other Related Service

of the Secondary IEP Form Question 27 An IEP written from April to April will have services that are written as follows: a. 04-18-11 to 04-18-12 b. 04-18-11 to 04-17-12 c. 04-18-11 to 06-30-11 09-01-11 to 04-17-12 d. 04-18-11 to 06-30-11 09-01-11 to 04-18-11

of the Secondary IEP Form Answer 27 An IEP written from April to April will have services that are written as follows: a. 04-18-11 to 04-18-12 b. 04-18-11 to 04-17-12 c. 04-18-11 to 06-30-11 09-01-11 to 04-17-12 d. 04-18-11 to 06-30-11 09-01-11 to 04-18-11 Services must only be written for the school year. ESY services should be dated as their own service on a different line.

of the Secondary IEP Form Question 28 Which of the following is not a description of special education? (select all that apply) a. direct instruction in the writing process b. TA support in mainstreamed classes c. supplemental instruction in comprehending content area text readings d. strategy instruction to increase on task behaviors e. providing a graphic organizer

of the Secondary IEP Form Answer 28 Which of the following are not descriptions of special education? (select all that apply) a. direct instruction in the writing process b. TA support in mainstreamed classes c. supplemental instruction in comprehending content area text readings d. strategy instruction to increase on task behaviors e. providing a graphic organizer Both are Supplemental Aids and Supports. The description should be the “specialized instruction” required to meet that Annual Goal.

Specialized Instruction The IEP must include what specialized instruction will be provided to meet the Annual Goal. It is a descriptive statement of the service. Resource in Math NO Co-taught English class NO Self Contained Math NO

Specialized Instruction

WHS Program Special Education Narrative-samples Literacy- Read 180, Systems 44, SRI, SRA Resource- ISB, Team, Resource Center AA I, AA II, AAIII An evidence-based reading program will be provided in an individual and small group stations focusing on silent reading, teacher guided reading, and computer assisted instruction. Small group and individualized instruction focusing on the stages of the writing process with specific skill instruction in the development of English language vocabulary, using graphic organizers, editing, and proofreading. Student will receive individualized supervision at a work site focusing on strategies for staying on task. Individual or small group instruction focusing on daily living skills. Matching WHS programs to Special Education Services by description

WHS Programs Special Education Narrative- samples Resource, ISB, Team BSP, Planning Center, ASPIRE (behavior based samples) Student will be provided with small group, evidence-based (Best Quest, if applicable), explicit instruction on specific math skills and concepts. Student will participate in a structured, small class program, which will have explicit rules for behavior and will provide immediate reinforcement and consequences as needed. Student will be provided instruction focusing on establishing and sustaining positive relationships with peers and adults. Individual or small group instruction on strategies for organization of information, time and materials needed for task completion. Individual or small group instruction on strategies to manage behavior and/or regulate emotions. Matching WHS programs to Special Education Services by description

of the Secondary IEP Form Question 29 Which of the following is not true about supplemental aids and services? a. supports needed for a student to meet their Annual Goals b. supports needed to maximize access to the general education curriculum c. staff consultation from OT, PT, SPL d. TA support for a student e. a general list of universal supports good for all students to learn

of the Secondary IEP Form Answer 29 Which of the following is not true about Supplemental Aids and Services? a. supports needed for a student to meet their annual goals b. supports needed to maximize access to the general education curriculum c. staff consultation from OT, PT, SPL d. TA support for a student e. a general list of universal supports good for all students to learn Support in this area must be specific to the student, not be provided to all.

Supplemental Aids and Services Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate... Areas to consider: What needs to be changed in the student’s environment? Assigned seating, free of distractions, larger desk, safety area provided What supports by staff does the student need? Teacher assistant in core academics, conference with adult during editing stage What does the student need for specialized equipment? Computer access for writing over a paragraph in length, word prediction software How does the pacing of instruction need to be adjusted? Allow break after 20 minutes on task, extended time to complete assignments How does the presentation of instruction need to be adjusted? Copies of notes provided during lectures, use concrete examples, provide visual to support key concepts, pre-teach vocabulary Additional resource: Checklist of Supplemental Aids and Services http://www.ped.state.nm.us/seo/library/qrtrly.0204.lre.handouts.pdf

Supplemental Aids and Services Do instructional materials need to be adapted or modified? Adjust vocabulary to student’s reading level, larger print font, highlight directions Will the student’s curriculum be modified? Assessed on key concepts, applies skills using whole numbers, parallel curriculum How will the student be assessed? What will they be held accountable for? Taken in special education setting, read to student, scribe records answers, taped responses What supports are needed for social integration with peers? Checklists of social expectations, social stories, cue for on topic discussion What supports are needed to assist the student with managing behaviors or regulating emotions? Debriefing behavioral incidences, 5 point scale, level system with rewards What supports are needed for staff to increase the student’s learning throughout their day? OT consultation, Collaboration with School Psychologist for behavior planning Additional resource: Checklist of supplemental Aids and Services http://www.ped.state.nm.us/seo/library/qrtrly.0204.lre.handouts.pdf

of the Secondary IEP Form Question 30 The “Explanation of Non-Participation”: a. can be left blank for most students b. must list how the student’s program is different than a typical non-disabled peers schedule c. should be a brief narrative describing the special education services the student will receive during a typical day d. none of the above

on the Secondary IEP Form Answer 30 The “Explanation of Non-Participation”: a. can be left blank for most students b. must list how the student’s program is different than a typical non-disabled peers schedule c. should be a brief narrative describing the special education services the student will receive during a typical day d. none of the above You must include in this box how a student’s schedule will be different than their peers. Any class that they will not attend must be recorded and discussed at the IEP meeting.

of the Secondary IEP Form Question 31 The following is not true when completing the Assessment Accommodation chart: a. Accommodations listed in this chart can only be used once a year for state testing. b. All accommodations must be also listed in the supplemental aids and services page. c. All accommodations must be from the state approved list.

of the Secondary IEP Form Answer 31 The following is not true when completing the Assessment Accommodation chart: a. Accommodations listed in this chart can only be used once a year for state testing. b. All accommodations must be also listed in the supplemental aids and services page. c. All accommodations must be from the state approved list. Just the opposite. Accommodations provided during a state assessment must be used throughout the school year to support the student taking assessments. All accommodations listed on this page must also be listed on the supplemental aids page, generated at the IEP meeting.

Created by- Michele Azzinaro Special Education, LEA Westerly High School.

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Created by- Michele Azzinaro Special Education, LEA Westerly High School.

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