Components  of  an  IEP  Strategies  for  students  with  IEP’s  Ques9ons  

By  PresenterMedia.com

• The IEP Explained…

• There are many sections of a student’s IEP. • Each sections must be completely filled out by your child’s special education providers.

• The following slides will explain what each section of the IEP means.

Present Levels of Performance •  Evaluation results • Classroom tests and assignments •  Individual tests given to decide eligibility for services during reevaluation • Observations made by parents, teachers, related service providers and other school staff • Current performance includes how the child’s disability affects his or her involvement and progress in general education curriculum

Measurable Annual Goals • These are goals that your child can reasonably accomplish in a school year. Goals may be academic, address social or behavioral needs, relate to physical needs or address other educational needs. • You will be updated on each goal by your student’s special education provider the same time report cards are given.

•  Specific:  A  specific  goal  has  a  much  greater  chance  of  being  accomplished  than  a  general  goal.  To  set  a  specific  goal  you  must  answer  the  six  “W”  ques@ons:  who,  what,  where,  when,  which,  why.  

• Measurable  -­‐  Establish  concrete  criteria  for  measuring  progress  

•   ACainable  –  When  you  iden@fy  goals  that  are  most  important  to  you,  you  begin  to  figure  out  ways  you  can  make  them  come  true.  

•  Realis9c-­‐  To  be  realis@c,  a  goal  must  represent  an  objec@ve  toward  which  you  are  both  willing  and  able  to  work.  

•  Timely  –  A  goal  should  be  grounded  within  a  @me  frame.    

SPECIFIC    MEASURABLE    ATTAINABLE    REALISTIC    TIMELY  

• S.M.A.R.T  Goals  

Recommended Special Education Programs and Services • Lists your child’s special education

and/or Related Services that will be provided:

• Program (Related Services only, ICT, SETSS, Special Class) • Related Services in conjunction with programing

• Participation with students without disabilities / Assessments

• The IEP must explain the extent to which your child will participate with non-disabled children in the general education class and other school activities.

•  The IEP must indicate whether your child will participate in state and district- wide assessments and what accommodations, if any, your child will need during the administration of these tests.

Participation with Students without Disabilities

Par9cipa9on  in  State  and  District-­‐wide  Assessments    

• Beginning in Grade 3 through 8, if your child is participating in state and citywide tests, the IEP must specify whether your child will be held to the same promotion standard as all students or whether your child will have modified promotion criteria. If modified promotion criteria are recommended, the IEP must describe the criteria. • High school students do not have an options of modified promotional criteria. All students must have standard criteria attained.

Promotion Criteria

Transition Services • Transition services are a coordinated set of activities which facilitates the student’s movement from school to post-school activities with the goal of continued education, employment, and independent living. Transition Planning for students begins at age 12 • Vocational Assessments for student, parent, and teacher are needed

• Strategies  

• 1st step is to figure out exactly what your child NEEDS TO BE SUCCESSFUL.

• Ask teachers not only what he/she is struggling in, but also what their strengths areà building on strengths is a great way to help a child feel successful and WANT to do well.

• At  home…  

• Talk with providers in school and make sure to let them know what works at home. • Having the same routine helps with transitioning between environments.

• Also, using strategies at home, which are done in school can also help with transition and behavior when dealing with transitioning.

• IEP:  Individualized  Educa9on  Program  

And  IEP  is  specific  for  a  child’s  learning  in  order  for  him/her  to  be  successful    

This  includes  strategies  that  are  put  in  place.    Specific  Ques@ons: