Connecting IEPs to Standards

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Connecting IEPs to Standards

• Level II High School Student
• IEP Resource Network
• RIDE/RITAP
• October 2002

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Goals

• Gain familiarity with standards and the IEP
• Gain familiarity with the IEP Rubric
• Identify specific issues and concerns

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• CASE STUDY
• HIGH SCHOOL STUDENT WITH MODERATE DISABILITIES
•  
•  
•  
• John is seventeen and in 11th grade. He attends
  the Career and Technical School and is enrolled
  in the Auto Technology specialty. He is
  interested in pursuing a career as an auto
  mechanic. He is considering attending New
  England Technical School after graduation and
  would need financial aid. He currently holds a
  part time job in a garage pumping gas. He feels
  he needs to do a better job at advocating for
  himself in the work place, such as articulating
  his needs for job modifications with prompts.
•  
• John has mastered many skills needed to live
  independently. He has his drivers license and
  would like to buy a car. He wants to be able to
  use public transportation as a backup. One day
  he would like to have his own place, but feels he
  needs help in finding and maintaining an
  apartment. He understands money and
  expenditures, but needs assistance with
  budgeting. He also has been interested in this
  years election and would like to register and
  vote in the next election.
•   John plays saxophone in the school band and
  also plays in a band with a group of friends. He
  would like to improve his saxophone playing by
  taking advanced lessons.
•  
• Academically John is motivated to do well. He
  has good organizational, math and oral expression
  skills. His receptive language skills are grade
  appropriate and he does well when given verbal
  directions. However, he has difficulty
  completing 11th grade assignments when reading
  and writing are required. He can independently
  read texts that most 9th graders can read. He
  can orally answer literal comprehension
  questions, but has difficulty with inferential
  questions. John can generally retell a story,
  but has difficulty organizing it in a logical
  sequence. With teacher prompted questions and
  1-1 support, he can orally provide the main ideas
  of an informational text. From the outline
  created he can construct grammatically correct
  sentences and paragraphs. He does better on
  writing assignments when he can use a word
  processor.
•  
• John gets along well with peers and adults and
  his behavior is considered appropriate.

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Example High School Student New Standards

• Strengths
• Behavior
• Interpersonal skills
• Holds a part time job
• Strong motor and dexterity skills
• Performing well in school and automotive classes
• Plays saxophone
• Well organized
• Good word processing skills
• Auditory learner

• Needs
• Learn public transportation
• Job readiness
• Access private saxophone lessons
• graduate high school
• career and technical school certificate
• budgeting
• access financial aid for continuing education
• self advocacy in work situations
• assistance with note taking
• reading

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• Employment
• I want to be an auto mechanic
• Post Secondary Education Training
• I want to attend NE Tech and I need financial aid
• Independent Living
• I want to live on my own.
• Community Participation
• I want to play in a band and to buy my own car
  someday soon.

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Four Transition Areas Employment

Post-Secondary Education Vocational/Career
Assessment Educational
options Vocational Exploration and Experiences
Financial planning Job
Development
Support services
available Seeking, securing and maintaining
employment Academic
accommodations Community employment
Personal transition file On the
job training
Pre-requisite high school courses Job
follow-up Entrance
requirements Supported employment
Vocational goals/personal
interest Sheltered employment
Time management Wages
Study skills Supplementary Security Income
Interpersonal communication
skills Social Security Disability Insurance
PSAT/SAT test schedules
Self Determination
Independent Living Community
Participation  Assistive technology/adaptive
equipment
Transportation independent, public, Personal
and legal advocacy Drivers
education Managing personal finances
Vehicle
adaptation Selecting and managing a household
Transportation
training Daily living skills
Group advocacy Counseling/therapy

Community supports Family planning/sex
education
Friendships Nutrition
Voting and citizen Consumer skills
Social/religious groups Personal
Care attendants
Volunteerism Family relationships
Socially
responsible behavior Trust/Wills
Communicating with others Legal
Guardianship Personal and health insurance
Banking Living arrangements

Transition Resource Directory RITIE/UAP/RIC
2002 Independent leisure activities
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Environment

• Dream
• Know your strengths,
• weaknesses, needs, and
• preferences
• Know the options
• Decide what is important
• to you

• Accept and value yourself
• Admire strengths that come from uniqueness
• Recognize and respect rights and responsibilities
• Take care of yourself

• 
  Plan
• Set goals
• Plan actions to meet goals

• Anticipate Results
• Be creative
• Visually rehearse

• 
  Act
• Take risks
• Communicate
• Access resources and support

• Negotiate
• Deal with conflict and criticism
• Be persistent

• Experience Outcomes and Learn
• Compare outcome to expected outcome
• Compare performance to expected performance
• Realize Success
• Make adjustments

Hoffman, Palmer
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Resources www.sherlockcenter.orgRegional
Transition Coordinators
Northern Maura Silvia 658-0390 x 255 East
Bay Carolyn Aspinwall 245-2045 x
303 Providence Lisa Beaulieu 278-0520
West Bay Rosemary Lavigne 941-8353 Southern Alice
Woods 295-2888 x21 RIDE David Sienko 222-4600 x
2216
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Identify an area of need

• Reading

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What can the student do?

• Independently read 9th grade text
• Orally answer literal comprehension questions,
  but has difficulty with inferential questions
• Retell a story, but has difficulty organizing it
  logically
• With support can provide main ideas
• (present level of performance)

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What does the student need to be able to do?

• Be independent in using strategies to comprehend
• (target performance)

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Look in the New Standards English Language Arts

• The student reads and comprehends information
  materials to develop understanding and expertise
  and produces written or oral work
• (New Standards E1c)

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Annual GoalStandard Target Performance

• John will independently use a variety of
  strategies to read and comprehend informational
  texts and demonstrate this understanding by
  presenting an oral report on careers at the
  meets standard level of the oral presentation
  rubric.
• (New Standard E1c)

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Review IEP using the IEP rubric
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Assessing Annual Goals Statement

• Assess annual goal statement according to
  exceptional level on IEP rubric

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Evaluation and Next Steps
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When writing this IEP keep in mind, What does a
person who doesnt know this student need to know
in order to meet this students individual needs?
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IEP HOTLINE

• www.ridoe.net
• 222-4600 ext 2504
• rid23928_at_ride.ri.net
• fax [phone]
• Barrie Grossi
• 222-4600 ext 2312
• bgrossi_at_ride.ri.net

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IEP Resource
Network Preworkshop
Survey
Date _____________________ Location
_____________________   Level I _____ II _____
III _____   Your current role parent ___
general educator ___ special educator
____administrator ___ related service provider
____ other _______   1.What are your expectations
for this workshop?           2.My current
comfort level with this topic is   _____ High
Comfort _____ Medium Comfort _____ Little
Comfort _____ Clueless      
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IEP Postworkshop Survey Date_____
________________Location_________________________
__   Level I_______ II ________ III
________ Your current role parent ___ general
educator ___ special educator ___administrator
__ related service provider ___ Other ___    1.
Did this workshop meet your expectations? Yes
____ No _____ Comments    2. Were the
materials helpful? Yes _____ No
_____ Comments  3. Would you like to see
anything added to this workshop? Yes _____ No
_____ Comments 4. Would you like to see
anything deleted from this workshop? Yes _____
No _____ Comments   5. My current comfort
level with this topic is ___High Comfort
____Medium Comfort ____Low Comfort ____
Clueless      6. What one thing will you do
differently when developing IEPs as a result of
this workshop?                     
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IEP Resource Network SIGN IN SHEETDate
____________ Location _________________Level I
_____ II _____ III _____PLEASE PRINT