This document provides an overview of the planning and placement team (PPT) process for special education in Connecticut. It discusses referral and eligibility, transition from early intervention programs, evaluations, individualized education programs (IEPs), placement considerations, and the roles and rights of parents. The PPT is a team that includes parents and professionals that determines if a student qualifies for special education and develops the IEP. Parents are involved throughout the process and must provide consent for evaluations and programs. The goal is to provide students with disabilities the support they need in the least restrictive environment.
The document provides an overview of the planning and placement team (PPT) process for special education. It discusses referral and evaluation for special education, developing an individualized education program (IEP), placement considerations, and the roles and responsibilities of parents and the school at PPT meetings. Transition from early intervention programs like Birth to Three to preschool is also covered.
This document provides an overview of the Individuals with Disabilities Education Act (IDEA) and the planning and placement team (PPT) process. It discusses key aspects of IDEA including the requirements for parent involvement and the development of individualized education programs (IEPs). The document outlines the PPT meeting process and components of the IEP. It also reviews options when parents disagree with PPT decisions, such as mediation and due process hearings.
This document provides an overview of helping children succeed in school and discusses key topics like:
1) California education standards and the roles of teachers, which are aimed at helping parents advocate for their children.
2) Special education laws like IDEA that provide rights for children with disabilities to receive supports.
3) The IEP process and a child's right to free appropriate public education.
4) Disciplinary procedures and the process for determining if issues are related to a child's disability.
This document provides an overview of helping foster children succeed in school. It discusses California education standards, teacher standards, the Individuals with Disabilities Education Act (IDEA), individualized education programs (IEPs), special education services, discipline procedures, and resources for parents. Key topics include students' rights to a free appropriate public education, the IEP and evaluation process, eligibility criteria for special education, and the roles of parents and teachers in supporting students.
The document summarizes the six key principles of the Individuals with Disabilities Education Act (IDEA): (1) a free appropriate public education, (2) appropriate evaluation, (3) an individualized education program, (4) least restrictive environment, (5) parent and student participation in decision making, and (6) procedural safeguards. It provides an overview of each principle and the rights they afford to students with disabilities and their parents.
This presentation outlines best practices regarding IDEA, Child Find, Evaluations, Eligibility, Individualized Education Programs, and procedural safeguards when working in the area of special education.
The document discusses group assignments for IEPs. It begins by outlining the 7 steps of the IEP process: 1) pre-referral, 2) referral, 3) identification, 4) eligibility, 5) development of the IEP, 6) implementation, and 7) evaluation and reviews. It then discusses the roles and responsibilities of the various members that make up the IEP team, including parents, teachers, administrators, and other specialists. Finally, it provides an overview of the key discussions that take place during annual IEP meetings, such as evaluating progress towards goals and determining necessary modifications.
The document provides an overview of the planning and placement team (PPT) process for special education. It discusses referral and evaluation for special education, developing an individualized education program (IEP), placement considerations, and the roles and responsibilities of parents and the school at PPT meetings. Transition from early intervention programs like Birth to Three to preschool is also covered.
This document provides an overview of the Individuals with Disabilities Education Act (IDEA) and the planning and placement team (PPT) process. It discusses key aspects of IDEA including the requirements for parent involvement and the development of individualized education programs (IEPs). The document outlines the PPT meeting process and components of the IEP. It also reviews options when parents disagree with PPT decisions, such as mediation and due process hearings.
This document provides an overview of helping children succeed in school and discusses key topics like:
1) California education standards and the roles of teachers, which are aimed at helping parents advocate for their children.
2) Special education laws like IDEA that provide rights for children with disabilities to receive supports.
3) The IEP process and a child's right to free appropriate public education.
4) Disciplinary procedures and the process for determining if issues are related to a child's disability.
This document provides an overview of helping foster children succeed in school. It discusses California education standards, teacher standards, the Individuals with Disabilities Education Act (IDEA), individualized education programs (IEPs), special education services, discipline procedures, and resources for parents. Key topics include students' rights to a free appropriate public education, the IEP and evaluation process, eligibility criteria for special education, and the roles of parents and teachers in supporting students.
The document summarizes the six key principles of the Individuals with Disabilities Education Act (IDEA): (1) a free appropriate public education, (2) appropriate evaluation, (3) an individualized education program, (4) least restrictive environment, (5) parent and student participation in decision making, and (6) procedural safeguards. It provides an overview of each principle and the rights they afford to students with disabilities and their parents.
This presentation outlines best practices regarding IDEA, Child Find, Evaluations, Eligibility, Individualized Education Programs, and procedural safeguards when working in the area of special education.
The document discusses group assignments for IEPs. It begins by outlining the 7 steps of the IEP process: 1) pre-referral, 2) referral, 3) identification, 4) eligibility, 5) development of the IEP, 6) implementation, and 7) evaluation and reviews. It then discusses the roles and responsibilities of the various members that make up the IEP team, including parents, teachers, administrators, and other specialists. Finally, it provides an overview of the key discussions that take place during annual IEP meetings, such as evaluating progress towards goals and determining necessary modifications.
This document summarizes parents' rights in the special education process under Ohio law. It discusses the history of special education law and key acts like IDEA. It then summarizes various aspects of the special education process, including consent requirements, evaluations, IEPs, least restrictive environment, parental participation and procedural safeguards. Key terms like FAPE, IEE and due process are defined in under 3 sentences.
This document provides guidance for preparing and conducting effective IEP meetings in Kansas schools. It outlines the necessary steps and requirements, including gathering relevant information from evaluations, progress monitoring, and reports. The required members of the IEP team are identified, along with processes for excusing members from meetings if appropriate. Guidelines are provided for encouraging meaningful involvement of parents, students, and general educators in the IEP process. The document emphasizes developing a future vision for the student through person-centered planning. Links to relevant forms and documents are also included.
The Individualized Education Program (IEP) is a legal document developed by a team to help students with disabilities reach their goals. The IEP focuses on the student's preferences, interests, needs, and strengths. A new IEP is written at least every 12 months. Parents are equal partners on the IEP team and should provide input on their child's abilities and needs. The IEP outlines the student's current performance, annual goals, related services, accommodations, and placement.
The document provides information about developing Individualized Education Programs (IEPs) for students with disabilities. It discusses that an IEP is a written plan that sets learning goals and establishes services to ensure a student's needs are addressed. An IEP is developed by a team that includes parents, teachers, and other specialists. They meet annually to discuss evaluations and observations of the student and develop the IEP. The IEP contains sections for concerns and strengths, present levels of performance, annual goals, and services to be provided. It aims to individualize education and ensure students receive accommodations and specially designed instruction.
The document discusses Individualized Education Programs (IEPs). An IEP defines individualized educational objectives for a student who has been identified as having a disability. It is intended to help students reach educational goals more easily than they otherwise would. The IEP is produced by a team that includes parents, teachers, and other specialists. At an IEP meeting, the team discusses the student's strengths and needs, progress made on goals, and any changes needed to the IEP. The overall purpose is to ensure the IEP is effectively supporting the student's learning.
What does a principal need to know about special education eligibilityANALUZFUENTEBELLA
The document discusses the process for determining if a student is eligible for special education services. It begins with pre-referral interventions in the general education classroom if a student is struggling. If the issues persist, the student is referred for a special education evaluation. An initial meeting is then held with the student's teachers, parents, and principal to review data and determine if testing is warranted. With parental consent, assessments are conducted to evaluate the student's needs. The results are then reviewed by the team to determine if the student qualifies for special education services or related services like speech therapy. The principal must ensure all procedures and timelines are followed correctly.
This document provides information about Individualized Education Plans (IEPs). It discusses what an IEP is, who is involved in creating it, and what components it contains. Some key points:
- An IEP is a legally binding document that describes special education services for a student with special needs. It details the student's current performance and measures goals and progress.
- The IEP is created by a multidisciplinary team that may include parents, teachers, related service providers like OT/PT/ST, and other professionals. They conduct evaluations and develop individualized goals and services for the student.
- The IEP contains sections for present levels of performance, goals, accommodations, related services
The document provides an overview and agenda for a workshop on understanding the Individualized Education Program (IEP). It explains that the IEP is a written plan that ensures a child with disabilities' unique needs are addressed. The workshop will cover what an IEP is, why it's important, how it's developed, what information belongs in each section, what to do when receiving a proposed IEP, and options if there's disagreement. It also includes an overview of the special education process and the roles of different participants in developing the IEP.
Collaboration and Partnerships among Parents and Professio.docxclarebernice
Collaboration and Partnerships among
Parents and Professionals in Special
Education
INTRODUCTION
Parents are the best supporters of their children
because parents are more aware of their children
and their qualities better than other people.
Hence, parents are vital, particularly, when
talking about the special education needs of the
child.
RIGHTS AND RESPONSIBILITIES OF
FAMILIES IN SPECIAL EDUCATION
Parents need to permit the school to perform an
assessment to their child to determine their
needs based on the IDEA’s special education
services. Parents have the right to be part of the
team that complies with the requirements of the
Evaluation Team Report following the
assessment of the child. Parents have the right to
demand an independent assessment if they are
not in favor of the evaluation system of the
school. Parents also have a right to get involved
on the Individualized Education Program of the
child and aid in deciding the kind of services
that the school should offer to the child.
In addition, the child possesses the right to
obtain services in accordance to IDEA; however,
the parents have the obligation to take part in the
process and make requests. According to IDEA,
the parents will be in-charge of the rights of the
child for due process until the child reaches 18.
INFORMATION AND A TIME LINE OF
THE ETR PROCESS
An ETR can be started by either the guardians or
the school. The school has 30 days to react to the
demand by either getting assent or sending a
letter saying they don't speculate a handicap. On
the off chance that the school at first speculates
an incapacity, they will first contact guardians in
composing, to get consent to direct an
assessment.
The ETR is commonly a progression of no less
than 2 gatherings that is regularly driven by the
school locale's therapist. The initially meeting is
the underlying arranging meeting and the second
is the genuine Evaluation Team Report.
Amid the arranging meeting, the school will
figure out what data is as of now accessible or
requirements an assessment in the ranges
identified with the child's presumed handicaps.
In the event that there is now data accessible
from earlier testing or private testing, the school
may utilize it if the testing was finished in the
most recent year or they can do their own
evaluations. These appraisals will be finished by
people within their territory of forte. An analyst
may do mental/fitness, versatile conduct
appraisal while an Occupational Therapist is the
person who will lead engine evaluations.
General Education Teachers would finish
assessments identified with how the understudy
is gaining ground toward the general training
educational programs.
Everybody ought to leave the ETR arranging
meeting with a firm thought of what testing will
be done, by whom and whether they will watch
the kid, doing appraisal amid schoo ...
The document provides guidance on writing IEPs that are designed to provide educational benefit for students with disabilities. It discusses key requirements including providing access to the general curriculum, the least restrictive environment, transition planning, present levels of performance, goals and objectives, and appropriate special education services and supports. The document emphasizes using data to determine if a student's IEP is reasonably calculated to enable them to make progress and receive educational benefit.
This document summarizes parents' rights under FERPA to access and request amendments to their child's educational records. It also provides guidance on maintaining confidentiality of student records, the special education referral process, IEP team composition and functions, and restrictions on shortening the school day for students with disabilities. Key points include that parents have a right to inspect their child's records, request amendments, and must provide consent before records are shared. Special education records require additional security measures and are retained for five years after a student exits. All decisions regarding students with disabilities must go through the IEP team.
The document discusses individualized education plans (IEPs). It notes that IEPs are written plans developed by a school's special education team with parental input to specify academic goals and methods for students with special needs. IEPs are reviewed periodically and tailored to each student's individual needs. The document outlines the steps for developing an IEP, including identifying students who may need special education, evaluating them, determining eligibility, holding IEP meetings, providing services, measuring progress, and reviewing and revising the IEP as needed. IEPs are intended to help students with disabilities reach their educational goals.
Program development, implementation and management sped 433Suzymq69
The document outlines the 10 steps of the special education process:
1) Child Find to identify students who may need special education services.
2) Evaluation of the student to determine if they have a disability.
3) Determining if the student is eligible for services.
4) Writing an IEP within 30 days of eligibility being determined.
5) Holding IEP meetings and providing consent for services.
6) Implementing and monitoring the IEP.
7) Measuring student progress and informing parents.
8) Reviewing the IEP annually or as needed.
9) Reevaluating the student every 3 years or as needed.
10) Providing services according to the
Program development, implementation and management sped 433Suzymq69
The document outlines the 10 steps of the special education process:
1) Child Find to identify students who may need special education services.
2) Evaluation of the student to determine if they have a disability.
3) Determining if the student is eligible for special education.
4) Developing an Individualized Education Program (IEP) within 30 days of eligibility.
5) Implementing the IEP and providing special education services.
6) Measuring student progress, updating parents, and reviewing/revising the IEP annually.
7) Reevaluating the student every 3 years to determine ongoing eligibility.
This document provides guidance for families seeking special education services for children with disabilities. It discusses the Individualized Education Program (IEP) process and outlines steps families can take to request an IEP evaluation for their child. These include writing a letter to the school with specific examples of the child's disability and educational challenges. It also addresses what families can do if they disagree with evaluation results or services offered by the school in the IEP.
The document provides information about exceptional education and how to work with the school system to meet the needs of children with disabilities or exceptionalities. It defines exceptional education and explains that students may qualify for an IEP or 504 plan. It also outlines the S-Team process for determining if a child qualifies for services and discusses IEPs, 504 plans, interventions, testing, and parental rights if there is disagreement around services. The goal is to educate parents on navigating the system to advocate for their exceptional child.
Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
Special education in an era of inclusion andhewittam
The document discusses key legislation and initiatives related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act. It describes provisions of these laws, such as annual testing requirements and accountability measures in NCLB, and the emphasis on inclusion and individualized education programs in IDEA. The document also discusses concepts like response to intervention, universal design for learning, inclusion, differentiated instruction, and evidence-based practices in special education.
Individualized education programs (IEPs) provide specialized instruction and accommodations for students with disabilities. The IEP is developed by a team including parents and specifies the student's academic and functional goals as well as the services needed to achieve these goals. Students may require an IEP if they have conditions such as learning disabilities, ADHD, autism, or other issues that impact their education. The IEP process involves referral, evaluation to determine eligibility, and developing an individualized plan with academic goals and support services tailored to the student's needs. Assistive technologies can help students with disabilities function and participate independently by aiding with tasks like movement, communication, and learning.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This document summarizes parents' rights in the special education process under Ohio law. It discusses the history of special education law and key acts like IDEA. It then summarizes various aspects of the special education process, including consent requirements, evaluations, IEPs, least restrictive environment, parental participation and procedural safeguards. Key terms like FAPE, IEE and due process are defined in under 3 sentences.
This document provides guidance for preparing and conducting effective IEP meetings in Kansas schools. It outlines the necessary steps and requirements, including gathering relevant information from evaluations, progress monitoring, and reports. The required members of the IEP team are identified, along with processes for excusing members from meetings if appropriate. Guidelines are provided for encouraging meaningful involvement of parents, students, and general educators in the IEP process. The document emphasizes developing a future vision for the student through person-centered planning. Links to relevant forms and documents are also included.
The Individualized Education Program (IEP) is a legal document developed by a team to help students with disabilities reach their goals. The IEP focuses on the student's preferences, interests, needs, and strengths. A new IEP is written at least every 12 months. Parents are equal partners on the IEP team and should provide input on their child's abilities and needs. The IEP outlines the student's current performance, annual goals, related services, accommodations, and placement.
The document provides information about developing Individualized Education Programs (IEPs) for students with disabilities. It discusses that an IEP is a written plan that sets learning goals and establishes services to ensure a student's needs are addressed. An IEP is developed by a team that includes parents, teachers, and other specialists. They meet annually to discuss evaluations and observations of the student and develop the IEP. The IEP contains sections for concerns and strengths, present levels of performance, annual goals, and services to be provided. It aims to individualize education and ensure students receive accommodations and specially designed instruction.
The document discusses Individualized Education Programs (IEPs). An IEP defines individualized educational objectives for a student who has been identified as having a disability. It is intended to help students reach educational goals more easily than they otherwise would. The IEP is produced by a team that includes parents, teachers, and other specialists. At an IEP meeting, the team discusses the student's strengths and needs, progress made on goals, and any changes needed to the IEP. The overall purpose is to ensure the IEP is effectively supporting the student's learning.
What does a principal need to know about special education eligibilityANALUZFUENTEBELLA
The document discusses the process for determining if a student is eligible for special education services. It begins with pre-referral interventions in the general education classroom if a student is struggling. If the issues persist, the student is referred for a special education evaluation. An initial meeting is then held with the student's teachers, parents, and principal to review data and determine if testing is warranted. With parental consent, assessments are conducted to evaluate the student's needs. The results are then reviewed by the team to determine if the student qualifies for special education services or related services like speech therapy. The principal must ensure all procedures and timelines are followed correctly.
This document provides information about Individualized Education Plans (IEPs). It discusses what an IEP is, who is involved in creating it, and what components it contains. Some key points:
- An IEP is a legally binding document that describes special education services for a student with special needs. It details the student's current performance and measures goals and progress.
- The IEP is created by a multidisciplinary team that may include parents, teachers, related service providers like OT/PT/ST, and other professionals. They conduct evaluations and develop individualized goals and services for the student.
- The IEP contains sections for present levels of performance, goals, accommodations, related services
The document provides an overview and agenda for a workshop on understanding the Individualized Education Program (IEP). It explains that the IEP is a written plan that ensures a child with disabilities' unique needs are addressed. The workshop will cover what an IEP is, why it's important, how it's developed, what information belongs in each section, what to do when receiving a proposed IEP, and options if there's disagreement. It also includes an overview of the special education process and the roles of different participants in developing the IEP.
Collaboration and Partnerships among Parents and Professio.docxclarebernice
Collaboration and Partnerships among
Parents and Professionals in Special
Education
INTRODUCTION
Parents are the best supporters of their children
because parents are more aware of their children
and their qualities better than other people.
Hence, parents are vital, particularly, when
talking about the special education needs of the
child.
RIGHTS AND RESPONSIBILITIES OF
FAMILIES IN SPECIAL EDUCATION
Parents need to permit the school to perform an
assessment to their child to determine their
needs based on the IDEA’s special education
services. Parents have the right to be part of the
team that complies with the requirements of the
Evaluation Team Report following the
assessment of the child. Parents have the right to
demand an independent assessment if they are
not in favor of the evaluation system of the
school. Parents also have a right to get involved
on the Individualized Education Program of the
child and aid in deciding the kind of services
that the school should offer to the child.
In addition, the child possesses the right to
obtain services in accordance to IDEA; however,
the parents have the obligation to take part in the
process and make requests. According to IDEA,
the parents will be in-charge of the rights of the
child for due process until the child reaches 18.
INFORMATION AND A TIME LINE OF
THE ETR PROCESS
An ETR can be started by either the guardians or
the school. The school has 30 days to react to the
demand by either getting assent or sending a
letter saying they don't speculate a handicap. On
the off chance that the school at first speculates
an incapacity, they will first contact guardians in
composing, to get consent to direct an
assessment.
The ETR is commonly a progression of no less
than 2 gatherings that is regularly driven by the
school locale's therapist. The initially meeting is
the underlying arranging meeting and the second
is the genuine Evaluation Team Report.
Amid the arranging meeting, the school will
figure out what data is as of now accessible or
requirements an assessment in the ranges
identified with the child's presumed handicaps.
In the event that there is now data accessible
from earlier testing or private testing, the school
may utilize it if the testing was finished in the
most recent year or they can do their own
evaluations. These appraisals will be finished by
people within their territory of forte. An analyst
may do mental/fitness, versatile conduct
appraisal while an Occupational Therapist is the
person who will lead engine evaluations.
General Education Teachers would finish
assessments identified with how the understudy
is gaining ground toward the general training
educational programs.
Everybody ought to leave the ETR arranging
meeting with a firm thought of what testing will
be done, by whom and whether they will watch
the kid, doing appraisal amid schoo ...
The document provides guidance on writing IEPs that are designed to provide educational benefit for students with disabilities. It discusses key requirements including providing access to the general curriculum, the least restrictive environment, transition planning, present levels of performance, goals and objectives, and appropriate special education services and supports. The document emphasizes using data to determine if a student's IEP is reasonably calculated to enable them to make progress and receive educational benefit.
This document summarizes parents' rights under FERPA to access and request amendments to their child's educational records. It also provides guidance on maintaining confidentiality of student records, the special education referral process, IEP team composition and functions, and restrictions on shortening the school day for students with disabilities. Key points include that parents have a right to inspect their child's records, request amendments, and must provide consent before records are shared. Special education records require additional security measures and are retained for five years after a student exits. All decisions regarding students with disabilities must go through the IEP team.
The document discusses individualized education plans (IEPs). It notes that IEPs are written plans developed by a school's special education team with parental input to specify academic goals and methods for students with special needs. IEPs are reviewed periodically and tailored to each student's individual needs. The document outlines the steps for developing an IEP, including identifying students who may need special education, evaluating them, determining eligibility, holding IEP meetings, providing services, measuring progress, and reviewing and revising the IEP as needed. IEPs are intended to help students with disabilities reach their educational goals.
Program development, implementation and management sped 433Suzymq69
The document outlines the 10 steps of the special education process:
1) Child Find to identify students who may need special education services.
2) Evaluation of the student to determine if they have a disability.
3) Determining if the student is eligible for services.
4) Writing an IEP within 30 days of eligibility being determined.
5) Holding IEP meetings and providing consent for services.
6) Implementing and monitoring the IEP.
7) Measuring student progress and informing parents.
8) Reviewing the IEP annually or as needed.
9) Reevaluating the student every 3 years or as needed.
10) Providing services according to the
Program development, implementation and management sped 433Suzymq69
The document outlines the 10 steps of the special education process:
1) Child Find to identify students who may need special education services.
2) Evaluation of the student to determine if they have a disability.
3) Determining if the student is eligible for special education.
4) Developing an Individualized Education Program (IEP) within 30 days of eligibility.
5) Implementing the IEP and providing special education services.
6) Measuring student progress, updating parents, and reviewing/revising the IEP annually.
7) Reevaluating the student every 3 years to determine ongoing eligibility.
This document provides guidance for families seeking special education services for children with disabilities. It discusses the Individualized Education Program (IEP) process and outlines steps families can take to request an IEP evaluation for their child. These include writing a letter to the school with specific examples of the child's disability and educational challenges. It also addresses what families can do if they disagree with evaluation results or services offered by the school in the IEP.
The document provides information about exceptional education and how to work with the school system to meet the needs of children with disabilities or exceptionalities. It defines exceptional education and explains that students may qualify for an IEP or 504 plan. It also outlines the S-Team process for determining if a child qualifies for services and discusses IEPs, 504 plans, interventions, testing, and parental rights if there is disagreement around services. The goal is to educate parents on navigating the system to advocate for their exceptional child.
Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
Special education in an era of inclusion andhewittam
The document discusses key legislation and initiatives related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act. It describes provisions of these laws, such as annual testing requirements and accountability measures in NCLB, and the emphasis on inclusion and individualized education programs in IDEA. The document also discusses concepts like response to intervention, universal design for learning, inclusion, differentiated instruction, and evidence-based practices in special education.
Individualized education programs (IEPs) provide specialized instruction and accommodations for students with disabilities. The IEP is developed by a team including parents and specifies the student's academic and functional goals as well as the services needed to achieve these goals. Students may require an IEP if they have conditions such as learning disabilities, ADHD, autism, or other issues that impact their education. The IEP process involves referral, evaluation to determine eligibility, and developing an individualized plan with academic goals and support services tailored to the student's needs. Assistive technologies can help students with disabilities function and participate independently by aiding with tasks like movement, communication, and learning.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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How to Build a Module in Odoo 17 Using the Scaffold Method
PPT101.ppt
1. State of Connecticut
Department of Education
Department of Developmental Services
PPT 101: Understanding the
Basics of the Planning and
Placement Team Meeting
2. Today you will learn more
about:
Referral to and eligibility for special
education
What is an Individualized Education
Program (IEP) and a Planning and
Placement Team (PPT)?
Parent’s role in the PPT process
3. WHAT IS TRANSITION
in Birth To Three
• Moving from one
program to
another.
• Moving from one
activity to another.
Passage
feelings
Change
New Way
New Place
Movement
EFFORT
TRANSITION
5. The Individuals with Disabilities
Education Act – IDEA 2004
1975 – Education of All Handicapped Children
Act
Reauthorized every five years
Provides for a free appropriate public
education (FAPE) for students with disabilities
Last reauthorized in 2004
Provides parents with Steps to Protect a
Child’s Right to Special Education: Procedural
Safeguards
6. Referral Process
Prior to referral to special education, a team
of educators meets to consider the questions
that prompted the referral.
Are there steps or strategies that can be
pursued to support the student? This is often
referred to as the early intervention process
or early intervening services.
The team asks: Is the problem a result of
inadequate or inappropriate instruction?
7. Referral Process from Birth to
Three System
At least six months prior to turning three:
Develop a transition plan with the service
coordinator
Parent provides written permission for the
Birth to Three program to refer the child to
the local school district
Parent may refer child by phone or letter at
any time
8. Birth to Three is a predominately home based service.
Parents are the child’s first teachers.
Birth to Three can suggest ways parents can effectively teach and nurture
their young child at home. Mike at 19 months, home with Mom and Dad.
9. Referral to Special Education
Written request for an evaluation of a student
who is suspected of having a disability and
who may require special education or related
services.
Referral can be made by parent or guardian,
school personnel, professional or agency
personnel with parent permission, or the
student (if 18 years or older).
10. Transition Conference
Families involved in the Birth to Three System
will take part in a transition conference at
least 90 days before the child’s third birthday.
A representative from the local school district,
the service coordinator from the Birth to
Three System, the parent, and anyone the
family invites to participate in the transition
conference.
11. Referral to Special Education
The district will convene a Planning and
Placement Team (PPT).
Sometimes the district will convene a PPT as
part of the 90 day transition conference.
The purpose of the PPT is to review the
referral to special education, current
evaluations and information, and to
determine if additional information is needed
to determine eligibility for special education.
12. The Planning and Placement
Team includes:
Parents and when appropriate, the student;
At least one regular educator if the child is or
may be placed in regular education;
At least one special educator or service
coordinator for the child;
District representative who is knowledgeable of
general education curriculum and can allocate
resources;
Someone who can interpret evaluations; and
Others who have knowledge or expertise
related to the child.
13. New Requirement from IDEA 04
A PPT member may be excused when:
The parent and the agency agree due to the
fact that the member’s area is not being
discussed;
The parent consents in writing, and the
agency also consents; and
The member submits in writing to the parents
and the team his or her input into the
development of the IEP prior to the meeting.
14. From transition meeting to child’s third
birthday activities must include a PPT with
the child’s parents.
A PPT meeting with the public school.
15. Planning and Placement Team
Parent must receive written notice of the
meeting 5 days prior to the PPT.
Meeting must be scheduled at a mutually
agreed on time and place.
If the meeting is scheduled at a time that is
not convenient, the parent can request the
district to reschedule or participate through an
alternative method such as a conference call.
Parent can bring anyone they choose to the
meeting.
16. Written Consent
Before the child is evaluated for the first
time to determine eligibility for special
education
Before the child’s initial placement in
special education
Before the child is placed in a private
placement
Before the child is re-evaluated
17. Evaluation
May include information collected by the
school district through informal and formal
observations, a review of previous school
work or Birth to Three System records,
standardized tests, and information provided
by teachers, service providers and parents.
The written notice of consent to evaluate will
include a description of the tests and
procedures the district will use to make a
determination for special education eligibility.
18. Timelines for Evaluation
The evaluation must be completed, and
for children who are determined eligible
for special education, an IEP developed
within 45 school days from the date of
the written referral (not including time
needed to obtain consent for evaluation).
19. Results of the Evaluation
A second PPT will be scheduled to review the
results of the evaluation.
Parents will receive a written copy of the
evaluation results.
The information will be reviewed to determine:
Does the child have a disability?
Does the disability have an adverse affect on the
child’s education?
Does the child require special education and
related services?
20. What if a Parent Disagrees
with the Evaluation Results?
Parents have the right to obtain an
independent education evaluation from a
qualified professional who is not employed by
the school district, unless the school district
can prove its evaluation is appropriate.
If the school believes its evaluation is
appropriate, it can deny the evaluation and
must initiate a due process hearing rather
than pay for the independent evaluation.
21. Independent Evaluations
Parents can choose to seek an
independent evaluation on their own.
The school district must consider results
of any independent evaluation, however
they are not required to agree with or
implement all or any of the results or
recommendations.
22. Disability Categories for
Eligibility for Special Education
Autism
Deaf-blindness
Deafness
Developmental delay
(3-5 year olds)
Emotional disturbance
Hearing impairment
Intellectual disability
(mental retardation)
Multiple disabilities
Orthopedic impairment
Other health impairment
Physical impairment
Specific learning disability
Speech or language
impairment
Traumatic brain injury
Visual impairment
including blindness
23. Eligibility for Services from
DDS
Is not contingent on eligibility
categorization for special education.
See enclosed materials on DDS
eligibility guidelines.
24. Developing a Partnership with the
Public School
This is the preschool classroom at
Connecticut school.
25. Individualized Education
Program (IEP)
The IEP is a written plan that describes in
detail the child’s special education and related
services the district will provide to meet the
student’s individualized needs.
The IEP is a legal document.
The IEP is developed by the PPT.
The IEP is reviewed at least annually.
The parents have a right to receive a copy of
the IEP within five school days after the PPT
is held.
26. IEP Components
A List of PPT recommendations
must be recorded.
There is no requirement for meeting
minutes.
27. IEP Components
Prior written notice:
Must detail the decisions made
regarding eligibility, evaluation, IEP or
placement;
Must record actions proposed or
refused; and
Must be provided at least 5 days before
the decisions are put into place.
28. IEP Components
Special education, related services and other
supports must allow for a child to:
Advance toward annual goals;
Progress in the general education curriculum;
Participate in extra-curricular and non-
academic activities; and
Be educated and participate with children
who do not have disabilities.
29. IEP Components
Present level of academic achievement
and functional performance
Describes area of strength and need
and
Records the impact of the disability on
participation in the general education
curriculum.
30. IEP Components
Measurable Goals and Objectives
Must relate to identified areas of need
Must be clear and measurable
Must note how progress will be
measured and reported
31. IEP Components
Accommodations and Modifications
Accommodations – changes the “how” of
what is taught. A change is made to the
teaching or testing procedures to provide a
student with access to information and to
create an equal opportunity to demonstrate
knowledge and skill. Does not change the
instructional level, content or criteria for
meeting a standard.
32. IEP Components
Modifications
Changes the “what” we teach.
A modification is a change in what a student
is expected to learn and/or demonstrate.
While a student may be working on modified
course content, the subject area remains the
same as the rest of the class.
33. IEP Components
Details special education, related
services and regular education
Examples of related services: assistive
technology, audiology, counseling,
physical, occupational or
speech/language therapy, school nurse,
psychological or social worker services,
transportation
34. Learning at school with peers and
teachers.
Bobby at 3yrs. old with a peer and the occupational
therapist in the classroom
35. Using the same kind of ways to teach
your child as used at home.
Teacher aide goes over pictures used at home to make
choices of songs and activities.
37. Placement
Program before placement
Individually determined, based on IEP
First consideration must be general education
with supplemental services and supports
Must be in the “least restrictive environment”
(LRE)
LRE: “to the maximum extent appropriate
children with disabilities are educated with
children who are not disabled.”
38. Changes and Amendments to
the IEP
Changes to an IEP can be made without a
team meeting if the parents and district agree
and develop a written document to amend or
modify the current IEP.
The IEP can be amended rather than
redrafting the entire document – unless the
parent requests a copy of the revised IEP.
39. Parent Student
Roles and
responsibilities
at the PPT
School
Attend
Share visions
& priorities
Ask
questions
Attend &
Participate –
when ready
Self-advocate
Share
information
Communicate
to resolve
differences
Acknowledge
differences
Observe the
child
Review/monitor
progress
Commit resources
Follow procedural safeguards
Deliver services
40. Some activities that make school a
comfortable and happy place to be.
Visit to the classroom and meet their
new teacher.