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.
Head Start has four main priorities:
1. Ensuring school readiness for kindergarten through goals in multiple developmental domains.
2. Emphasizing family engagement through a two-generational program model.
3. Partnering with states to develop high-quality early childhood systems.
4. Continuing innovation to better serve low-income children.
You may be eligible to participate in a free parenting program called ADAPT 4 U and earn up to $610 if you or your spouse are a current or former member of the US armed forces who has deployed overseas since 2001 and have a child between 5-12 years old. Your participation will help inform what tools work best for military families and give back to the military community. To learn more, contact Mark Fletcher or enroll online at ADAPT4U.umn.edu.
This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also included. The presentation looks in detail at three groups of Interest:
-Freshmen with entering HS GPAs below 3.0.
-Freshmen who indicate finances as a top concern.
-Freshmen living with parents compared with those living on campus or on their own.
Parental Involvement for Sixth Grade Centersguest2b32b2e
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.
This two-day workshop on incorporating humor and fun into lessons for students with special needs provides an agenda and objectives. The workshop will cover the benefits of humor, humor development in children, creating task analyses, embedded learning, assistive technology, and developing thematic units. Participants will learn how to analyze tasks for fun elements, find ways to increase creativity, and create a lesson plan incorporating these strategies. The document outlines presentations, activities, and goals for each day of the workshop.
This document provides an overview of an Individualized Education Plan (IEP) which outlines academic goals and accommodations for students with disabilities. Key points:
- An IEP includes strengths, weaknesses, annual goals and a transition plan for after high school. A case manager oversees the IEP.
- Common accommodations include having tests read aloud, extended time, preferential seating, use of a computer, marking in test books, multiple test sessions, and testing in a separate room.
- It is the student's responsibility to use the accommodations in their IEP and advocate for themselves if accommodations are not being provided as outlined. Teachers have many students so students must speak up for the help they need
The Individualized Education Program (IEP) process can be arduous to understand, especially for parents. If you are a special education teacher-in-training, a general education teacher wanting to know more about the IEP process, a parent or family member of a child with special needs, this presentation includes some very basic, but pertinent information YOU should know!
Head Start has four main priorities:
1. Ensuring school readiness for kindergarten through goals in multiple developmental domains.
2. Emphasizing family engagement through a two-generational program model.
3. Partnering with states to develop high-quality early childhood systems.
4. Continuing innovation to better serve low-income children.
You may be eligible to participate in a free parenting program called ADAPT 4 U and earn up to $610 if you or your spouse are a current or former member of the US armed forces who has deployed overseas since 2001 and have a child between 5-12 years old. Your participation will help inform what tools work best for military families and give back to the military community. To learn more, contact Mark Fletcher or enroll online at ADAPT4U.umn.edu.
This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also included. The presentation looks in detail at three groups of Interest:
-Freshmen with entering HS GPAs below 3.0.
-Freshmen who indicate finances as a top concern.
-Freshmen living with parents compared with those living on campus or on their own.
Parental Involvement for Sixth Grade Centersguest2b32b2e
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.
This two-day workshop on incorporating humor and fun into lessons for students with special needs provides an agenda and objectives. The workshop will cover the benefits of humor, humor development in children, creating task analyses, embedded learning, assistive technology, and developing thematic units. Participants will learn how to analyze tasks for fun elements, find ways to increase creativity, and create a lesson plan incorporating these strategies. The document outlines presentations, activities, and goals for each day of the workshop.
This document provides an overview of an Individualized Education Plan (IEP) which outlines academic goals and accommodations for students with disabilities. Key points:
- An IEP includes strengths, weaknesses, annual goals and a transition plan for after high school. A case manager oversees the IEP.
- Common accommodations include having tests read aloud, extended time, preferential seating, use of a computer, marking in test books, multiple test sessions, and testing in a separate room.
- It is the student's responsibility to use the accommodations in their IEP and advocate for themselves if accommodations are not being provided as outlined. Teachers have many students so students must speak up for the help they need
The Individualized Education Program (IEP) process can be arduous to understand, especially for parents. If you are a special education teacher-in-training, a general education teacher wanting to know more about the IEP process, a parent or family member of a child with special needs, this presentation includes some very basic, but pertinent information YOU should know!
This document provides information about the 37th Annual Fall Conference hosted by the Houston Metropolitan Educational Diagnosticians' Association (HouMet) in partnership with Region 4 Education Service Center. It introduces the HouMet officers and committees and explains that HouMet is a local chapter of the Texas Educational Diagnosticians' Association (TEDA) that promotes professional development for diagnosticians. It also notes there will be a vendor fair, information on a conference wiki, and reminders about meals, sign-in, and certificates of completion.
The document outlines 12 common missteps that can occur in developing and implementing IEPs. It provides strategies to avoid these missteps and ensure compliance with IDEA requirements. The missteps include failing to obtain parental consent, meaningfully involve parents, predetermine services or placement, improperly excuse IEP team members, and address transition planning, behavioral needs, and present levels of performance. The document emphasizes the importance of the IEP process and following all procedural requirements to provide students a free and appropriate public education.
The document provides guidance on developing IEPs according to the new NYS uniform IEP format. Key points include:
- The IEP is arranged in a new order to facilitate discussions: present levels of performance, annual goals, and programs/services.
- Present levels of performance include evaluations, test results, and a narrative summary of the student's needs and strengths.
- Transition plans must be included starting at age 15, with post-secondary goals and at least one annual transition goal.
- Annual goals must be measurable, focused on foundational skills, and address the student's primary needs.
- The document reviews how to complete other IEP sections like accommodations, services, and participation in assessments
Guy is a 17-year-old senior with learning disabilities who struggles with reading, writing, and math below grade level. His IEP goals are to improve his reading comprehension, writing skills, and language abilities. Additional support is recommended, including tutoring in writing and pairing with classmates to practice reading. Guy's long-term goals are to graduate on time and either attend college or work for the railroad, requiring further development of his communication skills.
This document provides an overview and guidance on developing quality Individualized Education Programs (IEPs) with a focus on annual goals and progress measurement. It discusses the components of measurable annual goals, including linking goals to student needs in the present levels of performance. Examples of goals are provided. Guidance is given on ensuring progress monitoring methods directly measure the skill in the goal and that data is collected regularly to evidence progress. Activities are included for participants to critique sample goals and progress statements. The next session will cover determining service delivery and explaining the least restrictive environment statement.
The document compares Section 504 plans and Individualized Education Programs (IEPs). Section 504 plans provide accommodations under the Rehabilitation Act for students with disabilities, while IEPs provide specially designed instruction under the Individuals with Disabilities Education Act. Key differences include eligibility criteria (Section 504 requires a disability that substantially limits a major life activity, while IEPs require an adverse impact on educational performance), evaluation processes, timelines for evaluations and re-evaluations, and team membership requirements for meetings. The document provides information to help parents understand the differences between the two plans.
This document provides an analysis of Richard's IEP (Individualized Education Program). It describes Richard's strengths in general education classes and enjoyment of science. It also notes needs in reading, writing, and language arts where he requires accommodations like extended time. The document outlines the referral, assessment, eligibility determination, and IEP development process. It analyzes Richard's test scores, discusses appropriate goals and services, and proposes guidelines for differentiating instruction in an English language arts class focusing on the short story "The Lottery".
The document provides guidance on writing high-quality individualized education programs (IEPs). It discusses key components of an IEP including the purpose, meeting notice, required members, cover page, present levels of performance, annual goals, least restrictive environment, accommodations/modifications, participation in assessments, prior notice, and common errors. Key recommendations are to use measurable objectives, consider student needs and strengths, include parents, use data, and avoid vague or subjective language when describing goals and services. The document emphasizes writing IEPs that provide students with disabilities access to education and allow for collaboration between parents and school.
The document discusses what an Individualized Education Program (IEP) is and how it is developed. Key points include:
1. An IEP is a plan developed for students with disabilities to allow them to achieve academic success. It defines individualized objectives and goals tailored to the student's needs.
2. Developing an IEP requires assessing the student, considering how their disability affects their learning, setting goals and choosing an appropriate educational placement.
3. The IEP must be reviewed and updated at least annually. It aims to provide students with the least restrictive environment and appropriate services to meet their goals.
This document provides guidelines for developing Individualized Education Programs (IEPs) for students with disabilities in North Dakota. It discusses the purpose and principles of IEPs, eligibility criteria, timelines, responsibilities, required components of IEPs including goals and services, and instructions for completing IEP forms. The document aims to ensure IEPs emphasize high academic standards and clear performance goals consistent with all students, while providing appropriate strategies and opportunities for students with disabilities to achieve those standards.
This document discusses writing measurable goals and objectives. It defines goals and objectives, noting that objectives are specific and measurable. The document outlines the key elements of a strong objective, including specifying the target audience, measurable outcomes, criteria, and conditions. It also discusses Bloom's Taxonomy and Webb's Depth of Knowledge as frameworks for writing objectives at different levels. Overall, the document provides guidance on how to write clear, specific, and measurable learning objectives.
The document discusses the qualities and administration of successful Intensive English Programs (IEPs). It notes that IEP administrators must understand key concepts like faculty, students, accreditation, curriculum, mission statements, stakeholders, strategic plans, regulations, budgets, enrollment, facilities, crises, assessment, visas, marketing, personnel, agents, housing, recruiting, and professional development. Administrators are advised to conduct a SWOT analysis and develop a mission statement and strategic plan that involves understanding stakeholders. The document also stresses the importance of planning for and managing potential crises within an IEP.
Integrative Educational Partners provides educational therapy and assessments for people with learning differences. They take a holistic approach using experts in education, nutrition, medicine, psychology and related fields. Services include assessments, individualized therapeutic plans, and tutoring to address issues like ADD, dyslexia, and autism. They use a variety of techniques and activities targeting motor, sensory and academic skills.
The document defines key terms related to ecosystems, including that an ecosystem was first defined by A.G. Tansley as the basic functional unit of organisms interacting with each other and their environment. It provides examples of different ecosystem types, such as grasslands, forests, and oceans. Within ecosystems, biotic components include producers, consumers, and decomposers. Energy flows through ecosystems from producers to higher trophic levels, and nutrients cycle through ecosystems via processes like decomposition. Ecological pyramids illustrate the structure of ecosystems by trophic level.
An ecosystem consists of all the living organisms (biotic factors) in an area as well as non-living components (abiotic factors) interacting together. Key abiotic components include climate, soil, sun, water and air. Key biotic components include producers, consumers, and decomposers. Energy enters the ecosystem primarily from the sun and passes through food chains and food webs as organisms consume, and are consumed by, others. Decomposers break down dead organic matter and cycle nutrients back into the soil.
An ecosystem consists of all the living organisms in a given area along with the abiotic components they interact with, like air, water, soil and sunlight. The structure of an ecosystem includes the biological communities and distribution of organisms, as well as the quantity and distribution of non-living resources. The functions of an ecosystem include nutrient cycling through food chains and webs, energy flow, and processes like primary production and decomposition that allow the ecosystem to function as a self-sustaining unit.
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 information about the 37th Annual Fall Conference hosted by the Houston Metropolitan Educational Diagnosticians' Association (HouMet) in partnership with Region 4 Education Service Center. It introduces the HouMet officers and committees and explains that HouMet is a local chapter of the Texas Educational Diagnosticians' Association (TEDA) that promotes professional development for diagnosticians. It also notes there will be a vendor fair, information on a conference wiki, and reminders about meals, sign-in, and certificates of completion.
The document outlines 12 common missteps that can occur in developing and implementing IEPs. It provides strategies to avoid these missteps and ensure compliance with IDEA requirements. The missteps include failing to obtain parental consent, meaningfully involve parents, predetermine services or placement, improperly excuse IEP team members, and address transition planning, behavioral needs, and present levels of performance. The document emphasizes the importance of the IEP process and following all procedural requirements to provide students a free and appropriate public education.
The document provides guidance on developing IEPs according to the new NYS uniform IEP format. Key points include:
- The IEP is arranged in a new order to facilitate discussions: present levels of performance, annual goals, and programs/services.
- Present levels of performance include evaluations, test results, and a narrative summary of the student's needs and strengths.
- Transition plans must be included starting at age 15, with post-secondary goals and at least one annual transition goal.
- Annual goals must be measurable, focused on foundational skills, and address the student's primary needs.
- The document reviews how to complete other IEP sections like accommodations, services, and participation in assessments
Guy is a 17-year-old senior with learning disabilities who struggles with reading, writing, and math below grade level. His IEP goals are to improve his reading comprehension, writing skills, and language abilities. Additional support is recommended, including tutoring in writing and pairing with classmates to practice reading. Guy's long-term goals are to graduate on time and either attend college or work for the railroad, requiring further development of his communication skills.
This document provides an overview and guidance on developing quality Individualized Education Programs (IEPs) with a focus on annual goals and progress measurement. It discusses the components of measurable annual goals, including linking goals to student needs in the present levels of performance. Examples of goals are provided. Guidance is given on ensuring progress monitoring methods directly measure the skill in the goal and that data is collected regularly to evidence progress. Activities are included for participants to critique sample goals and progress statements. The next session will cover determining service delivery and explaining the least restrictive environment statement.
The document compares Section 504 plans and Individualized Education Programs (IEPs). Section 504 plans provide accommodations under the Rehabilitation Act for students with disabilities, while IEPs provide specially designed instruction under the Individuals with Disabilities Education Act. Key differences include eligibility criteria (Section 504 requires a disability that substantially limits a major life activity, while IEPs require an adverse impact on educational performance), evaluation processes, timelines for evaluations and re-evaluations, and team membership requirements for meetings. The document provides information to help parents understand the differences between the two plans.
This document provides an analysis of Richard's IEP (Individualized Education Program). It describes Richard's strengths in general education classes and enjoyment of science. It also notes needs in reading, writing, and language arts where he requires accommodations like extended time. The document outlines the referral, assessment, eligibility determination, and IEP development process. It analyzes Richard's test scores, discusses appropriate goals and services, and proposes guidelines for differentiating instruction in an English language arts class focusing on the short story "The Lottery".
The document provides guidance on writing high-quality individualized education programs (IEPs). It discusses key components of an IEP including the purpose, meeting notice, required members, cover page, present levels of performance, annual goals, least restrictive environment, accommodations/modifications, participation in assessments, prior notice, and common errors. Key recommendations are to use measurable objectives, consider student needs and strengths, include parents, use data, and avoid vague or subjective language when describing goals and services. The document emphasizes writing IEPs that provide students with disabilities access to education and allow for collaboration between parents and school.
The document discusses what an Individualized Education Program (IEP) is and how it is developed. Key points include:
1. An IEP is a plan developed for students with disabilities to allow them to achieve academic success. It defines individualized objectives and goals tailored to the student's needs.
2. Developing an IEP requires assessing the student, considering how their disability affects their learning, setting goals and choosing an appropriate educational placement.
3. The IEP must be reviewed and updated at least annually. It aims to provide students with the least restrictive environment and appropriate services to meet their goals.
This document provides guidelines for developing Individualized Education Programs (IEPs) for students with disabilities in North Dakota. It discusses the purpose and principles of IEPs, eligibility criteria, timelines, responsibilities, required components of IEPs including goals and services, and instructions for completing IEP forms. The document aims to ensure IEPs emphasize high academic standards and clear performance goals consistent with all students, while providing appropriate strategies and opportunities for students with disabilities to achieve those standards.
This document discusses writing measurable goals and objectives. It defines goals and objectives, noting that objectives are specific and measurable. The document outlines the key elements of a strong objective, including specifying the target audience, measurable outcomes, criteria, and conditions. It also discusses Bloom's Taxonomy and Webb's Depth of Knowledge as frameworks for writing objectives at different levels. Overall, the document provides guidance on how to write clear, specific, and measurable learning objectives.
The document discusses the qualities and administration of successful Intensive English Programs (IEPs). It notes that IEP administrators must understand key concepts like faculty, students, accreditation, curriculum, mission statements, stakeholders, strategic plans, regulations, budgets, enrollment, facilities, crises, assessment, visas, marketing, personnel, agents, housing, recruiting, and professional development. Administrators are advised to conduct a SWOT analysis and develop a mission statement and strategic plan that involves understanding stakeholders. The document also stresses the importance of planning for and managing potential crises within an IEP.
Integrative Educational Partners provides educational therapy and assessments for people with learning differences. They take a holistic approach using experts in education, nutrition, medicine, psychology and related fields. Services include assessments, individualized therapeutic plans, and tutoring to address issues like ADD, dyslexia, and autism. They use a variety of techniques and activities targeting motor, sensory and academic skills.
The document defines key terms related to ecosystems, including that an ecosystem was first defined by A.G. Tansley as the basic functional unit of organisms interacting with each other and their environment. It provides examples of different ecosystem types, such as grasslands, forests, and oceans. Within ecosystems, biotic components include producers, consumers, and decomposers. Energy flows through ecosystems from producers to higher trophic levels, and nutrients cycle through ecosystems via processes like decomposition. Ecological pyramids illustrate the structure of ecosystems by trophic level.
An ecosystem consists of all the living organisms (biotic factors) in an area as well as non-living components (abiotic factors) interacting together. Key abiotic components include climate, soil, sun, water and air. Key biotic components include producers, consumers, and decomposers. Energy enters the ecosystem primarily from the sun and passes through food chains and food webs as organisms consume, and are consumed by, others. Decomposers break down dead organic matter and cycle nutrients back into the soil.
An ecosystem consists of all the living organisms in a given area along with the abiotic components they interact with, like air, water, soil and sunlight. The structure of an ecosystem includes the biological communities and distribution of organisms, as well as the quantity and distribution of non-living resources. The functions of an ecosystem include nutrient cycling through food chains and webs, energy flow, and processes like primary production and decomposition that allow the ecosystem to function as a self-sustaining unit.
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.
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.
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.
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.
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.
Working In Partnership With Parents And Carers - Session FifteenMike Blamires
This document discusses the importance of partnerships between schools and parents/carers of students with special educational needs and/or disabilities. It notes that parents/carers of students with SEN face extra pressures. The document outlines learning outcomes around understanding effective communication with parents/carers, involving them in their child's education, and statutory responsibilities regarding parental involvement. It emphasizes that parental involvement has more influence on learning than factors like family background or size.
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 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 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.
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.
Translator training power point march 2015cjohns51
This training covers translating for Houston ISD special education meetings and evaluations. Attendees will learn about privacy laws, the special education process, translating evaluations, and best practices for translating ARD/IEP meetings. The agenda includes introductions, an overview of the Family Educational Rights and Privacy Act, what special education entails, translating evaluations, the translator's role in ARD/IEP meetings, and resources. Translators are needed to ensure non-English speaking parents can participate fully. They must maintain privacy and translate all discussion for audio recordings even if parents cannot attend.
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 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.
The Family Navigator Clinic at USC aims to increase parents' ability to participate effectively in their child's IEP by coaching them in understanding evaluations, the IEP process, and advocating for their child's needs. The target population is families of children with autism transitioning to school or not meeting IEP goals. Trainees are taught to help parents analyze assessments, evaluate school supports, develop IEP goals, and monitor progress. This model is being adapted by the Southwest SELPA and discussions are underway for the USC UCEDD to provide it as a service through the Lanterman Regional Center.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
3. IEP Requirements: A Piece of the Puzzle
3
IEPsFAPE
EVALUATION
PARENTS
STUDENTS
LRE
PROCEDURAL
SAFEGUARDS
Kansas Process Handbook: Chapter 4
IEP Checklist
What’s new
for IDEA
2004
Notice of Meeting
Sample Form
Excusal from
Attendance
Sample Form
5. Gathering Information
5
Results of any evaluations
Progress monitoring data
Samples of student work
Targeted instructional strategies attempted
Document accommodations and
modifications
Reports from parents
7. Required Members of the IEP TEAM
7
Parents/education
advocate
Not less than one regular
education teacher of the
child, if the child is or may
be participating in the
regular education
environment
Special education teacher
Qualified LEA
representative
Someone to interpret
evaluation results
Student, when appropriate
Others with special
knowledge or expertise
about the child, including
related services personnel
as appropriate and
transition services (e.g.,
outside agency)
participants where
relevant
8. 8
Required Members of the IEP team may be excused from
the IEP meeting:
When member’s curriculum area or related service is being
discussed, and if
1.) the parent and the LEA consent in writing to the excusal
AND
2.) the member submits written input to the parent and the IEP team
OR
When member’s curriculum area or related service is NOT
being discussed, and if
1.) the member is absent for the entire meeting or for part of the meeting
AND
2.) parents and agency agree in writing
Excusals
10. Written Agreement is Required
10
If a required IEP team member’s area
of the curriculum or related service is
not being modified or discussed, then
the parent and LEA must agree in
writing that the member need not
attend the meeting in whole or in part.
12. Preparing Notice of Meeting
12
10 calendar day notice
Parent Rights
Date, Time, Location and Purpose
Title of people who will attend
13. Preparing Parents to be Involved in
IEP Decision Making
13
Provide information ahead of time
Create a safe atmosphere
Provide checklists
Review previous IEP and progress on
goals
14. Developing Future Vision for Student
14
Person-centered plan:
Hopes, dreams,
concerns, etc. of
family, friends, and
student
There must be documentation
that the parent’s concerns were
considered when planning the
IEP.
15. Who can give consent for educational
decisions?
15
Parent is available:
Natural (biological) parent(s): Notify both parents unless a court
order precludes this from happening. Consent from one parent is
sufficient.
Adoptive parent(s): If adoption is not final, an education advocate is
needed;
Guardian: “Letters of Guardianship” issued by a court.
Parent is unknown or unavailable (Person acting as a parent):
Person Acting as a Parent: A person other than a parent who is
legally responsible for the welfare of a child.
Education Advocate: Appointment as education advocate
completed
Foster parent: If appointed as education advocate
The student at age 18: At age 18 the student becomes his/her own
educational decision-maker unless otherwise determined by a court
17. Preparing General Educators to be
Involved in IEPs
17
Build a positive & trusting relationship with general
education colleagues serving the student
Educate general education teachers about the IEP
process
Have a dialogue about basic requirements for
success in the general education class
Discover the general educator’s concerns and needs
for support to effectively include the student
Include the general educator in collecting
assessment data
20. Links to Documents
20
Attention IEP Members: What’s new for IDEA 2004
IEP Checklist
Excusal from Attendance Sample Form
Notice of Meeting Sample Form
Kansas Special Education Process Handbook:
Chapter 4
Editor's Notes
This training is a cooperative effort of the members of the Kansas Technical Assistance System Network (TASN). It includes contributions from:Kansas State Department of Education Special Education Services teamTASN Coordination and Evaluation ProjectSecondary Connections Project (providing support for graduation, drop-out, suspension/expulsion, transition services, and post-secondary outcomesProject Success (providing support for Reading, Math, and LRE)Kansas MTSS Core TeamKansas In-service Training System (early childhood) Families Together Parent Information and Training Network
In this module, we will describe the process for preparing anIEP meeting. As in everything else in life, putting together an effective meeting or event takes preparation and behind-the-scenes planning. We are sure you may have many of your own favorite strategies that you use to get ready for an IEP meeting and for writing an IEP. We hope the resource section for this module grows over time and we encourage you to add to this section!
In your resource materials for Preparing for the IEP module, you will find several handouts which might prove useful as an overview of the whole IEP process. The first is a brochure developed by the Center on Technical Assistance for Excellence in Special Education at Utah State University. It contains a checklist that can provide the school team with an overview to plan, develop, and write an effective IEP. This could also be used as a guidefor teams throughout the IEP process, or as a “post-check” to make sure the finished IEP contains the required elements. The second handout is from the Mountain Plains Regional Resource Center. It is a description of “what’s new” in provisions of IDEA from the 2004 reauthorization of the Act, as it pertains to the IEP. This document provides you with the actual requirements for the IEP. The third document is a sample notice of meeting form. The 4th document is an sample excusal form. Both of these documents will be discussed during this module.In addition to these handouts, we suggest that, as a trainer, you become familiar with the Kansas Process Handbook. The June 2011 updated edition is available online through the KSDE website. You may also access Chapter 4, which presents the requirements of the IEP, by clicking on the link in the lower left hand corner of the presentation screen. A list of links will also be presented at the end of this module.This material is available on the KSDE website at http://www.ksde.org/Default.aspx?tabid=3152. Chapter 4 presents all the requirements for the IEP. RED FLAG: Throughout the IEP modules, you will see a red flag. This flag marks information or items that are directly related to the IDEA file review. These flagged items are those that are frequently missed across districts.
The process and content of the annual IEP begins beyond the evaluation and eligibility determination. Basically, preparing for the IEP requires asking two questions:First, what information do we need to make decisions and write the plan, and second, who should be involved in the IEP and what can we do to prepare them for effective involvement? Let’s begin by reviewing the information to be collected.
As we think about the types of information to be collected in preparation of IEPs, it is important to make a clear distinction between initial IEP versus annual IEPs. The first item on the list, “Results of any evaluations” is generally only needed for initial evaluations – in other words, for determination of eligibility – and for three-year re-evaluations. These may include, for example, data around the progress monitoring of interventions and other diagnostic information that a team uses in determining eligibility for services.The primary purpose of the annual IEP is to develop goals for the coming year. Therefore, the data to be collected need to help the team gain an understanding of how the student is doingand how previously tried strategies and accommodations have worked.Therefore the data to be collected could answerHow is the student doing now? -- progress monitoring data, samples of student work, parent reports, teacher and student inputWhat are the curricular expectations for a typically developing peer What has been tried before? -- targeted instructional strategies or interventions attempted What services and supports are being used? accommodations and modifications,
Now that we have an idea of WHAT to bring to the IEP, let’s consider WHO should be at the IEP.In the next section of the module we will present information about the required members of the IEP Team and their attendance
In this slide, we list the required membership of the IEP team as described in the law. See your “What’s New” handout in the Participant’s Guide, which discusses the make-up of the IEP team as it is worded in IDEA 2004.---Go throughSLIDE TEXT---As you can see, there are two red flags on this slide. There are a couple of items that find themselves on the list of most missed for IDEA file reviews.One of the items concerns the attendance of a regular education teacher of the child.Another finding was related to not having a qualified LEA representative at the IEP.We should also note that the IEP meeting may include anyone else the parent invites. The Local Education Agency (LEA) cannot exclude these individuals. There are additional representatives who should be invited for IEPs in early childhood, and for development of the Transition Services plan. But we should also note here that for IEPs involving development of an adult transition plan, the student MUST be invited. For IEPs related to younger students, it is recommended practice to include the student. We will discuss this a little later in this module.
Excusals apply only to the required IEP team members, shown here. The provisions for excusals, were noted in the previous slide. If someone has been invited in addition to the required members, but does not come, then an excusal form does not need to be completed. You can conduct an IEP team meeting without the parent if the school has made repeated attempts to include them. These attempts must be defined and documented by (a) telephone calls, (b) home visits, copies of correspondence, (c) other methods attempted.
A Required IEP team member may be excused from attending a meeting, in whole or in part, if the parents and agency agree in writing that the individual’s attendance is not necessary because that member’s curriculum area or related service is not being discussed.
For some IEP team members, there are special issues and challenges to involving them. While meaningfulinvolvement should a target of the meeting, each of these groups – parents, students, and general educators – have some slightly different issues and specific needs which we need to accommodate if we want to encourage maximum involvement on their part. As a facilitator,help participants in your training brainstorm and develop their own strategiesgiven their specific knowledge about the families, students and general educators.
To ensure that team members are involved in an effective and meaningful IEP planning process, it is important to think beyond the 10 day required minimum. Contacting parents and collecting their feedback ahead of time, as well as collecting all the student data you need, obviously requires more time – and will go more smoothly – if you start well before ten days ahead of the IEP meeting date. For example, some teachers begin talking with parents 60 days ahead of the meeting.IEP meetings are to be scheduled at mutually agreed upon times and places. Because many, if not most parents work, the team may agree to meet after school or during lunch to accommodate the parents. Be sensitive to the fact that some parents may have their pay docked if they leave their jobs during their scheduled work day. Again, scheduling the meeting 30 to 60 days before the IEP meeting may help maximize attendance. Take a moment to review the “Notice of Meeting” sample form that is included in the resources section of the Participant’s guide. An editable version of this document is available for download in the Notices and Forms section listed in the Special Education Services Index of the special education services division of the KSDE website.Also note the red FLAGs: Several,of the items on the IDEA file review are related to the Notice of Meeting.
When preparing parents for IEP meetings:Provide information ahead of time through one trusted teacher or service coordinatorCreate an atmosphere where information can be share in a relaxed meetingProvide checklists or other tools to help parents think through their student’s strengths and needsReview previous IEP and progress on goalsAsk yourself these questions:If a parent is unable to attend IEP meetings what am I going to do get them involved?Besides coming to school, what are other ways a parent might be involved?Does the student’s culture impact the level of school involvement? Does the parent need an interpreter? This should NOT be the student!What are ways to communicate to families?
The chair pictured here is a reminder that while the teacher may be preparing and writing 20 to 50 IEPs during the year, a student and their family has one opportunity for educational planning. It is important to understand and capture the family’s and the student’s vision for the future. The red flag item on this slide is a reminder of arequirement of the IEP for there to be documentation that the parent’s concerns were considered. For Secondary Transition aged students, the student’s strengths, needs, preferences and interests must also be considered in the development of the IEP.One way to gather information and prepare for the IEP would be to use some elements of person-centered planning. Check the resources section of the Participant’s guide to find a list of links and materials related to gathering information about family concerns and a student’s future vision.
An important consideration of the IEP process is determining who can give consent for education decisions. Parents include:Natural (biological) parent(s);If parents are divorced, then both parents should be notified unless a court has ordered otherwise. Consent related to the IEP is sufficient from one parent even if the other parent refuses to consent. Adoptive parents. If adoption is not final, then an education advocate is needed. Decree of adoption is documentation.Guardian:Guardianship is documented by “Letters of Guardianship” issued by the court system.If a parent is unknown or unavailable then the IEP planning should includePerson Acting as a Parent: A personother than a parent, such as a grandparent, stepparent or other relative with whoma child lives, who is legally responsible for the welfare of a child.Education Advocate: Appointment as an education advocate has been completed and isdocumented with a Letter of Appointment from Families Together.Foster parent: Only if appointment as an education advocate has been completed and is documented with a Letter of Appointment from Families Together.The student at age 18: At age 18 the student becomes his/her own educational decision-maker unlessdetermined by a court to be incompetent.Refer to SPED Process Handbook for additional information and definitions of a parent
Preparing general educators for IEP meeting is very important . They play more a role than they may realize. We need to help the regular education teacher understand that they have an important role in this process and they are not just there to hear, but to participateOne of the ways to prepare general educators to be involved is to provide them with information about their role in the IEP meeting. The regular educator can provide specific information about the general education curriculum. The general educator can also provide input into how accommodations and modifications will be implemented in the regular classroom setting. The regular education teacher can also provide academic and behavioral data regarding the student and typically developing peers.It’s also important to determine if the regular educators have any concerns or needs for support in order to effectively include the student in their classroom. [Note to presenter: The next 2 slides include directions for activities which you may choose to use.]
Here are links to some of the documents that were discussed in this module. Please refer to the Participant’s Guide to find the activity materials and resources.The next module in the IEP series is “Present Levels”. Finally, thank you for all that you do to provide effective services and support to Kansas students.