1. 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

2. 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

4. 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

6. 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

7. 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

9. 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

11. Reading Standards

12. 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.

13. Writing Grade 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.
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 13

14. Math Standards

15. 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.

16. 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.
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).
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.

17. 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.

18. Programs/Services Speech and Language Therapy Occupational Therapy
Related Services to address specific areas of need and may include:
Speech and Language Therapy
Occupational Therapy
Physical Therapy
Parent Training

19. Program/Services

20. 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:
Preferential seating near instruction
Breaks
Refocusing and redirection
Enhanced staff for students who have safety concerns

21. PROGRAM MODIFICATIONS
SUPPORTS FOR SCHOOL PERSONNEL

22. 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.

24. 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 conditioned Implementation: Identify the amount extended time, type of setting, etc

26. Coordinated Set of Transition Activities
For High School student:
Instruction
Related Services
Employment
Daily Living Skills

28. Participation and Transportation
Participation in:
General Education
Physical Education
Foreign Language
Special Transportation
Transportation for students who have require transportation due to the disability.

29. PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES

30. Questions