Transcript Understanding the IEP - Mamaroneck Schools PTA

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:
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
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Present Levels of
Performance
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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
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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 15
o Goals for when they graduate in the following
areas:
• Education/Training
• Employment
• Independent Living Skills
• Transition Needso Considering a students
• strengths, preferences and interests
o Course 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 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
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Reading Standards
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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.
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Writing
Grade 5
Grade 6
Grade 8
W.5.7: Conduct short research projects that use W.6.7: Conduct short research projects to
W.8.7: Conduct short research projects to
several sources to build knowledge through
answer a question, drawing on several sources answer a question (including a self-generated
investigation of different aspects of a topic.
and refocusing the inquiry when appropriate. 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
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Math Standards
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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
4.54 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.
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Mathematics
Grade 3
Grade 4
Grade 5
Common Core State Standards and IEP Goals
Use place value understanding
Generalize place value
and properties of operations to
understanding for multi-digit
perform multi-digit arithmetic.
whole
How will
mynumbers.
child’s goals be
Understand the place value
system.
created?
3.NBT.1. Use place value
understanding to round whole
numbers to the nearest 10 or 100.
4.NBT.3. Use place value
understanding to round multidigit whole numbers to any
place.
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
Goal: The student will use place
value to round a four digit number to
any place.
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 whole
number to the nearest ten.
•
The student will round a whole
number to the nearest hundred.
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.
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 program
o 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 Therapy
o Occupational Therapy
o Physical Therapy
o Parent Training
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Program/Services
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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
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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 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
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Coordinated Set of
Transition Activities
• For High School student:
o Instruction
o Related Services
o Employment
o Daily Living Skills
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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.
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PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES
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Questions
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