Presentation on theme: "Understanding the IEP Lori Freeman, Director of Special Education PreK-12 Maria Albano, Coordinator of Special Education, Hommocks Middle School Alexis."— Presentation transcript:
Understanding the IEP Lori Freeman, Director of Special Education PreK-12 Maria Albano, Coordinator of Special Education, Hommocks Middle School Alexis Pirone, Special Education Teacher, Central School
Evaluations and Test Results Evaluations and Test Results The IEP begins with: o Student Demographics o Listing of Evaluations Examples: o Psychological Evaluation o Education Evaluation o Test Results The standardized test results are listed in this section: o Standard Scores, Percentiles and T scores 2
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 interests o The needs of the student and student needs that are of concern to the parents 4
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 6
Measurable Post Secondary Goals Students who are Age 15 o Goals for when they graduate in the following areas: Education/Training Employment Independent Living Skills Transition Needs- o Considering a students strengths, preferences and interests o Course of Study 7
Measurable Annual Goals Goals are written for what is reasonable to attain over 1 year Identify the area of need Measurable goals o Criteria- determines if goal has been achieved 3 out of 5 times, o How will progress be measured- work samples, observations o When will progress be measured- over 2 weeks, monthly Aligned with the Common Core State Standards 9
Reading Standards 11
IEP Goals- ELA 12 Grade 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 3 2.50 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 5 2.50 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.
13 Writing Writing Grade 5Grade 6Grade 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% success Criteria Period: Over two weeks Method: Writing Samples Schedule: Every 4 weeks Responsibility: Special Education Teacher
Math Standards 14
IEP Goals- Math 15 Grade 1 4.48 The student will count to 120, recognize the numbers in written format and write the numeral 1-120 Grade 3 4.54 The student will use place value to round whole numbers to the nearest 10 or 100. Grade 5 4.61 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.
16 Mathematics Common Core State Standards and IEP Goals How will my child’s goals be created? Grade 3Grade 4Grade 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.
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 program o CSE must address the student’s needs. 17
Programs/Services Related Services to address specific areas of need and may include: o Speech and Language Therapy o Occupational Therapy o Physical Therapy o Parent Training 18
Supplemental Aids and Services Program 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 instruction o Breaks o Refocusing and redirection Enhanced staff for students who have safety concerns 20
21 PROGRAM MODIFICATIONS SUPPORTS FOR SCHOOL PERSONNEL
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. 22
Testing Accommodations Individual Testing Accommodations o Used consistently for tests o Must be data driven based on information in the present levels of performance o Identify: Testing accommodation- NYSED Guide Conditions- Test length, purpose of test upon which the use of testing accommodations is conditioned Implementation: Identify the amount extended time, type of setting, etc 24
Coordinated Set of Transition Activities For High School student: o Instruction o Related Services o Employment o Daily Living Skills 26
Participation and Transportation Participation in: o General Education o Physical Education o Foreign Language Special Transportation o Transportation for students who have require transportation due to the disability. 28
29 PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES