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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. The IEP begins with: Student Demographics

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understanding the iep

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:
    • Student Demographics
    • Listing of Evaluations
      • Examples:
        • Psychological Evaluation
        • Education Evaluation
    • Test Results
      • The standardized test results are listed in this section:
        • Standard Scores, Percentiles and T scores
present levels of performance
Present Levels of Performance
  • Academic Development
  • Social Development
  • Physical Development
  • Management Needs
    • Documentation of the student’s current performance in each area
    • The students strengths, preferences and interests
    • The needs of the student and
      • student needs that are of concern to the parents
student needs relating to special factors
Student Needs Relating to Special Factors
  • Behavior Strategies:
    • Including positive behavioral interventions, supports
    • 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
measurable post secondary goals
Measurable Post Secondary Goals
  • Students who are Age 15
    • Goals for when they graduate in the following areas:
      • Education/Training
      • Employment
      • Independent Living Skills
      • Transition Needs-
        • Considering a students
          • strengths, preferences and interests
        • Course of Study
measurable annual goals
Measurable Annual Goals
  • Goals are written for what is reasonable to attain over 1 year
  • Identify the area of need
  • Measurable goals
    • Criteria- determines if goal has been achieved
      • 3 out of 5 times,
    • How will progress be measured- work samples, observations
    • When will progress be measured- over 2 weeks, monthly
  • Aligned with the Common Core State Standards
iep goals ela
IEP Goals- ELA

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.

iep goals math
IEP Goals- Math

Grade 1

4.48 The student will count to 120, recognize the numbers in written format and write the numeral 1-120

Grade 3

4.54The 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.

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.
    • How the programs, services and accommodations are written may be a change from previous program
    • CSE must address the student’s needs.
programs services1
  • Related Services to address specific areas of need and may include:
    • Speech and Language Therapy
    • Occupational Therapy
    • Physical Therapy
    • Parent Training
supplemental aids and services program modifications accommodations
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:
    • Preferential seating near instruction
    • Breaks
    • Refocusing and redirection
  • Enhanced staff for students who have safety concerns



extended school year
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.
testing accommodations
Testing Accommodations
  • Individual Testing Accommodations
    • Used consistently for tests
    • Must be data driven based on information in the present levels of performance
    • 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
coordinated set of transition activities
Coordinated Set of Transition Activities
  • For High School student:
    • Instruction
    • Related Services
    • Employment
    • Daily Living Skills
participation and transportation
Participation and Transportation
  • Participation in:
    • General Education
    • Physical Education
    • Foreign Language
  • Special Transportation
    • Transportation for students who have require transportation due to the disability.