New IEP Process and Product March/April/May/June 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 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 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 Early Childhood Elementary Elementary Middle Middle High School High School ELLs with disabilities ELLs with disabilities Students assessed to AAGSEs 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 December 19, 2007: Final Regulations approved by the RI Board of Regents July 1, 2008: Regulations will take effect (Published January 2008) July 1, 2008: Regulations will take effect (Published January 2008) /State_federal_regulations/default.aspx /State_federal_regulations/default.aspx /State_federal_regulations/default.aspx /State_federal_regulations/default.aspx

General Information Implementation Guidance: IEPs developed prior to July 1, 2008 are valid until reviewed/revised through the IEP process (which will sunset June 30, 2009) IEPs developed prior to July 1, 2008 are valid until reviewed/revised through the IEP process (which will sunset June 30, 2009) IEPs developed, amended or reviewed beginning July 1, 2008 must use new RI process and product and be consistent with RI Regulations 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 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 (have been) be based upon the (previous) current 230 day requirement. IEP team decisions on ESY services made prior to July 1, 2008 should (have been) be based upon the (previous) current 230 day requirement. IEP team decisions made beginning July 1, 2008 must follow the RI Regulations, including the RI ESY standards 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 Remove Speech and Language Impairment as a disability category Affect students under the age of 9 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 Affect students of any age who presently receive speech and language pathology as a related service in addition to specially designed instruction

Speech and Language Pathology Services, Sections (15) and (a)(2)(i); Speech and language pathology services shall remain a special education service for children three through eight, “speech-only” Individualized Education Program(IEP). Speech and language as a related service is available as identified through the IEP process for children three through twenty- one.

Speech and Language Services Implementation Guidance: For children who will be nine or older on July 1, 2008 IEP teams continue to base services on the student’s current needs IEP teams continue to base services on the student’s current needs IEP teams may need to develop a timeline for review shorter than the maximum one year period of time in order to comply with RI Regulations IEP teams may need to develop a timeline for review shorter than the maximum one year period of time in order to comply with RI Regulations

IEP Products IEP Guidebook: Directions for Completing the IEP Form IEP Guidebook: Directions for Completing the IEP Form IEP Manual: Purpose Process and Product IEP Manual: Purpose Process and Product IEP Form for Students Pre K to 14 Years of Age IEP Form for Students Pre K to 14 Years of Age IEP Form for Secondary Transition IEP Form for Secondary Transition

Highlights 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

Transition Goals Based upon age appropriate transition assessments Based upon age appropriate transition assessments Focused areas of education and training, employment and if appropriate independent living Focused areas of education and training, employment and if appropriate independent living Measurable Measurable S page 11 S page 11

Present Levels of Academic Achievement and Functional Performance Definition of Functional Definition of Functional Description not bullets Description not bullets Comprehensive Profile of Student that includes a measurable baseline in areas of need Comprehensive Profile of Student that includes a measurable baseline in areas of need S page 12, E page 9, 10 S page 12, E page 9, 10

Transition Services Coordinated set of activities Coordinated set of activities Includes instruction, related services, community experiences, development of employment and other post-school living objectives, when appropriate acquisition of daily living skills and functional vocational evaluation Includes instruction, related services, community experiences, development of employment and other post-school living objectives, when appropriate acquisition of daily living skills and functional vocational evaluation S page 17 S page 17

Measurable Academic or Functional Goal(s) Baseline- Brief specific quantitative measurable statement of what the student can currently do in area of need Baseline- Brief specific quantitative measurable statement of what the student can currently do in area of need Measurable academic goal aligned to ELS, GLEs, GSEs, AAGSEs, WIDA Measurable academic goal aligned to ELS, GLEs, GSEs, AAGSEs, WIDA Formula: Formula: Annual Academic Goal = learner + WIDA ELPs+ELS/GLEs/GSEs/AAGSE + individual’s target performance + measurabililty S page 19, E page 15 S page 19, E page 15

Progress Measured and Progress Reported Progress Measured Type of data collected Type of data collected How often collected How often collected S page 21, S page 21, E page 17 E page 17 Progress Reported How often 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) Describe the specially designed instruction i.e. instruction adapted in content, methodology or delivery (not a person or place) Research based Research based Allows access to general curriculum and participation in extracurricular and other nonacademic activities Allows access to general curriculum and participation in extracurricular 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, Teacher of the Deaf Hard of Hearing, APE Teacher Speech Language Pathologist (until child turns 9) S page 24, E page 19, 20

Related Services Related Service-Use the listed categories Related Service-Use the listed categories Describe Related Service Describe Related Service Providers- Identify the role of appropriately certified licensed or otherwise qualified personnel who will provide the service Providers- Identify the role of appropriately certified licensed or otherwise qualified personnel who will provide the service S page 25, 26,27,28 S page 25, 26,27,28 E page 21, 22, 23 E page 21, 22, 23

Educational Environments Calculate amount of time student will spend in regular class Calculate amount of time student will spend in regular class S page 31, E page 27 S page 31, E page 27

Placement Check the point on the continuum that Check the point on the continuum that represents the educational placement of the student with a disability S page 34, E page 29 S page 34, E page 29

Transfer of Rights S page 35 S page 35

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