Understanding the IEP
Lori Freeman, Director of Special Education PreK-12Maria Albano, Coordinator of Special Education, Hommocks Middle SchoolAlexis Pirone, Special Education Teacher, Central School
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Evaluations and Test Results
• The IEP begins with:o Student Demographics o Listing of Evaluations• Examples:
oPsychological EvaluationoEducation Evaluation
o Test Results• The standardized test results are listed in
this section:oStandard Scores, Percentiles and T scores
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Present Levels of Performance
• Academic Development• Social Development• Physical Development• Management Needs
o Documentation of the student’s current performance in each area
o The students strengths, preferences and interestso The needs of the student and
• student needs that are of concern to the parents
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Student Needs Relating to Special Factors
• Behavior Strategies:o Including positive behavioral interventions, supports o Behavior Intervention Pan- No/Yes
• Limited English Proficiency- Yes/No
• Blind or Visual impaired, use of Braille- Yes/No
• Device or service to address communication needs-Yes/No
• Assistive Technology device or service- Yes/No
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Measurable Post Secondary Goals
• Students who are Age 15o Goals for when they graduate in the following
areas:• Education/Training• Employment• Independent Living Skills• Transition Needs-
oConsidering a students• strengths, preferences and interests
oCourse of Study
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Measurable Annual Goals
• Goals are written for what is reasonable to attain over 1 year
• Identify the area of need
• Measurable goalso Criteria- determines if goal has been achieved
• 3 out of 5 times, o How will progress be measured- work samples, observationso When will progress be measured- over 2 weeks, monthly
• Aligned with the Common Core State Standards
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Reading Standards
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IEP Goals- ELAGrade 1 2.44 When recounting stories or after reading :grade level text, the student will determine the main topic, retell key details, and demonstrate their understanding of the central message or lesson.
Grade 32.50 When presented with narrative and/or informational text from the student’s content area subjects on the :grade level, the student will determine the main idea/central message, recount key details, and explain how the details support the main idea/central message.
Grade 52.50 When presented with narrative and/or informational text from the student’s content area subjects on the :grade level, the student will determine the main idea or theme of the text, explain how they are supported by key details, and summarize the text.
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WritingGrade 5 Grade 6 Grade 8
W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.8.7: Conduct short research projects to answer a question (including a self -generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Goal: The student will use multiple sources to research different aspects of a topic, take notes and organize the information to summarize the information and cite sources used.
Goal:When asked to research a question, the student will categorize relevant information from multiple print or electronic sources, evaluate the credibility of sources, quote or paraphrase carefully to avoid plagiarism and cite bibliographic data.
Goal:When asked to research a question, the student will locate and take notes on relevant information from multiple print or electronic sources, evaluate the credibility and accuracy of sources, quote or paraphrase carefully to avoid plagiarism and use a standard citation format into a written summary, and generate additional related questions for further development of the research.
Goal: When asked to research a question, Sam will categorize relevant information from multiple print or electronic sources, quote or paraphrase carefully to avoid plagiarism and cite bibliographic data.Criteria: 80% successCriteria Period: Over two weeksMethod: Writing SamplesSchedule: Every 4 weeksResponsibility: Special Education Teacher
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Math Standards
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IEP Goals- MathGrade 14.48 The student will count to 120, recognize the numbers in written format and write the numeral 1-120
Grade 34.54 The student will use place value to round whole numbers to the nearest 10 or 100.
Grade 54.61 The student will identify the place value of each digit in a given number ( e.g. ones, tens, hundreds, thousands, tenths, hundredths, thousandths), explain what the value is and compare two numbers.
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Mathematics
Common Core State Standards and IEP Goals
How will my child’s goals be created?
Grade 3 Grade 4 Grade 5
Use place value understanding and properties of operations to perform multi-digit arithmetic.
3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100.
Generalize place value understanding for multi-digit whole numbers.
4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place.
Understand the place value system.
5.NBT4. Use place value understanding to round decimals to any place.
Goal: The student will use place value to round whole numbers to the nearest 10 or 100
Objectives:• The student will round a
whole number to the nearest ten.
• The student will round a whole number to the nearest hundred.
Goal: The student will use place value to round a four digit number to any place.
Objectives:• The student will round a two
-digit whole number to the nearest ten.
• The student will round a three -digit whole number to the nearest thousand.
Goal: The student will use place value to round a decimal to any place (e.g., tenths, hundredths, thousandths).
Objectives: • The student will round a two-
digit whole number to the nearest tenth.
• The student will round a three-digit whole number to the nearest hundredth.
• The student will round a four-digit whole number to the nearest thousandth.
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Programs/Services• Special Education Programs and Services are
determined based on the students areas of need
• It is most important to know that the role of the CSE is to ensure that the student’s needs are met.o How the programs, services and accommodations are
written may be a change from previous programo CSE must address the student’s needs.
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Programs/Services• Related Services to address specific areas of need
and may include:
o Speech and Language TherapyoOccupational Therapyo Physical Therapyo Parent Training
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Program/Services
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Supplemental Aids and ServicesProgram
Modifications/Accommodations• The accommodations needed for the Students
with Disabilities to be able to access the general education curriculum
• Possible choices that are based on data include:o Preferential seating near instructiono Breaks o Refocusing and redirection
• Enhanced staff for students who have safety concerns
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PROGRAM MODIFICATIONS
SUPPORTS FOR SCHOOL PERSONNEL
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Extended School Year • The extended school year is a service
offered to students with severe cognitive delays that have evidence of substantial regression.
• Program will be 3 hours.
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Testing Accommodations
• Individual Testing Accommodationso Used consistently for testso Must be data driven based on information in the
present levels of performanceo Identify:• Testing accommodation- NYSED Guide• Conditions- Test length, purpose of test upon
which the use of testing accommodations is conditionedImplementation: Identify the amount extended time, type of setting, etc
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Coordinated Set of Transition Activities
• For High School student:o InstructionoRelated ServicesoEmploymentoDaily Living Skills
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Participation and Transportation
• Participation in:oGeneral EducationoPhysical EducationoForeign Language
• Special TransportationoTransportation for students who
have require transportation due to the disability.
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PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES
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Questions
