This powerpoint presentation was designed to help teachers learn and understand the policies and procedures needed to know in order to schedule an IEP meeting for students in Aiken County.
This document is a teacher evaluation form for students applying to independent schools in the Atlanta area. It collects information about the student's performance in English/language arts and math, as well as their academic skills, work habits, social skills, and any accommodations they receive. The evaluator is asked to rate the student in these areas and identify their strengths and needs. Space is provided for comments on the student's contributions to their school community, parental support, and any other relevant details. The evaluator signs and dates the completed form, and consents to follow-up contact if needed.
Being a Supportive Partner in a Developmental JourneyRussell Aivazian
This document outlines a presentation about being a supportive partner in the developmental journey of students and staff. It discusses developmental theories like Perry's scheme of intellectual and ethical development and Chickering's theory of identity development. It explains how staff can aid the development of their supervisors, residents, and peers. Staff are encouraged to understand that everyone develops at different speeds and to find ways to give and receive constructive feedback carefully. A good team member understands strengths and areas for growth, is willing to learn from others, and recognizes their role in their team's development.
This report summarizes the performance of the OutGoing Exchange team from June to August 2014. Key points include:
- RE achievement was 48/96 against targets of 50% and 85% response rate.
- Reasons for low RE achievement included unrealistic June goals and a late RA timeline compared to other locations.
- Difficulties in pre-matching included flexibility, commitment, and capacity issues from EPs as well as communication problems and late timelines from home and host LCs.
- Top challenges in realized status were EP capacity, host LC engagement, and job description clarity.
- Completed status had high NPS of 64 but lower personal development scores, and member efficiency was low at 1.
This document provides information and tips for applying to graduate school. It discusses the key components of the application process, including transcripts, entrance exams like the GRE, letters of recommendation, admissions essays, interviews, and financial aid. Specifically, it outlines how to request transcripts, register and prepare for entrance exams, select recommenders and provide them with guidance, craft effective essays and personal statements, prepare for interviews, and research and apply for various sources of financial aid.
This powerpoint presentation was designed to help teachers learn and understand the policies and procedures needed to know in order to schedule an IEP meeting for students in Aiken County.
What to expect when you’re expecting 5.20.16(A)Rebecca Warren
This document provides guidance for what to expect when attending an Individualized Education Program (IEP) meeting. It discusses who will be in attendance such as parents, school representatives, related services personnel, and outside agency members. It also covers what should be prepared and updated in documents prior to the meeting, such as IEP objectives and the most recent evaluation. Tips are provided on making the meeting productive, such as being prepared with consistent data from multiple sources and following appropriate timelines. The document stresses that it is okay not to know everything and to ask questions, and to individualize each student's IEP.
This individual education plan outlines the goals and support strategies for a student for the 2010-2011 school year. It includes the student's personal information, strengths and needs across various areas like academics, behavior, and communication. Goals are set in a four column chart to target the student's social-emotional and academic development, along with strategies for teachers and ways to measure the student's progress toward each goal. Support team roles are also identified.
Planning, Preparing, and Participating in a Facilitated IEP/ARD Meetingtraynorlaw
The document discusses planning and preparing for a facilitated IEP/ARD meeting. Key points include identifying the purpose and desired outcomes of the meeting, previous barriers, and effective communication strategies. It recommends drafting questions for the facilitator, requesting accommodations, organizing relevant records chronologically or by subject, and limiting documents to the last two years unless otherwise needed. Preparing notes and properly organizing documents can help meetings focus on student needs.
This document is a teacher evaluation form for students applying to independent schools in the Atlanta area. It collects information about the student's performance in English/language arts and math, as well as their academic skills, work habits, social skills, and any accommodations they receive. The evaluator is asked to rate the student in these areas and identify their strengths and needs. Space is provided for comments on the student's contributions to their school community, parental support, and any other relevant details. The evaluator signs and dates the completed form, and consents to follow-up contact if needed.
Being a Supportive Partner in a Developmental JourneyRussell Aivazian
This document outlines a presentation about being a supportive partner in the developmental journey of students and staff. It discusses developmental theories like Perry's scheme of intellectual and ethical development and Chickering's theory of identity development. It explains how staff can aid the development of their supervisors, residents, and peers. Staff are encouraged to understand that everyone develops at different speeds and to find ways to give and receive constructive feedback carefully. A good team member understands strengths and areas for growth, is willing to learn from others, and recognizes their role in their team's development.
This report summarizes the performance of the OutGoing Exchange team from June to August 2014. Key points include:
- RE achievement was 48/96 against targets of 50% and 85% response rate.
- Reasons for low RE achievement included unrealistic June goals and a late RA timeline compared to other locations.
- Difficulties in pre-matching included flexibility, commitment, and capacity issues from EPs as well as communication problems and late timelines from home and host LCs.
- Top challenges in realized status were EP capacity, host LC engagement, and job description clarity.
- Completed status had high NPS of 64 but lower personal development scores, and member efficiency was low at 1.
This document provides information and tips for applying to graduate school. It discusses the key components of the application process, including transcripts, entrance exams like the GRE, letters of recommendation, admissions essays, interviews, and financial aid. Specifically, it outlines how to request transcripts, register and prepare for entrance exams, select recommenders and provide them with guidance, craft effective essays and personal statements, prepare for interviews, and research and apply for various sources of financial aid.
This powerpoint presentation was designed to help teachers learn and understand the policies and procedures needed to know in order to schedule an IEP meeting for students in Aiken County.
What to expect when you’re expecting 5.20.16(A)Rebecca Warren
This document provides guidance for what to expect when attending an Individualized Education Program (IEP) meeting. It discusses who will be in attendance such as parents, school representatives, related services personnel, and outside agency members. It also covers what should be prepared and updated in documents prior to the meeting, such as IEP objectives and the most recent evaluation. Tips are provided on making the meeting productive, such as being prepared with consistent data from multiple sources and following appropriate timelines. The document stresses that it is okay not to know everything and to ask questions, and to individualize each student's IEP.
This individual education plan outlines the goals and support strategies for a student for the 2010-2011 school year. It includes the student's personal information, strengths and needs across various areas like academics, behavior, and communication. Goals are set in a four column chart to target the student's social-emotional and academic development, along with strategies for teachers and ways to measure the student's progress toward each goal. Support team roles are also identified.
Planning, Preparing, and Participating in a Facilitated IEP/ARD Meetingtraynorlaw
The document discusses planning and preparing for a facilitated IEP/ARD meeting. Key points include identifying the purpose and desired outcomes of the meeting, previous barriers, and effective communication strategies. It recommends drafting questions for the facilitator, requesting accommodations, organizing relevant records chronologically or by subject, and limiting documents to the last two years unless otherwise needed. Preparing notes and properly organizing documents can help meetings focus on student needs.
This document discusses inclusive education for students with learning disabilities in regular schools. It defines inclusive education as all students attending their neighborhood schools and being supported to learn together. Students with conditions like dyslexia, ADHD, autism and others are discussed. The challenges they face include health problems, lack of funding, inappropriate environments and attitudes. Schools problems include poor teacher training and attitudes, inflexible methods and lack of support. An inclusive approach emphasizes learning for all with flexible individualized teaching, while traditional approaches are more exclusive and limiting. The conclusion advocates for adjusting education systems to meet all children's needs through inclusive practices.
Classroom Management and Managing Aggressive IndividualsJanetta Garton
The document discusses strategies for effective classroom management and responding to aggressive behavior. It provides objectives for a workshop on these topics. It discusses establishing clear expectations and procedures for students. It outlines things teachers can and cannot control in the classroom. It also discusses identifying early warning signs of potential aggression, de-escalation techniques, building relationships with students, and creating a well-managed classroom.
Inclusive Design: Thinking Beyond Accessibility | NERDSummit 2017Michael Miles
There are many differences that impact the way people experience the digital world. From age and gender, vision and dexterity, to location and education. Each difference affects digital inclusion and experiences. As builders of the digital world it is our job to build products that are usable by, and inclusive of, as many people as possible. To do so, it is important that we plan for the many differences that make up our users.
This session details the importance of having an inclusive mindset in the ux and content aspects of our digital projects. It explains how Inclusive Design allow for producing positive experiences for a wider audience. Attendees will learn four simple guidelines that they can follow to apply Inclusive Design principles to their ux and content phases. Attendees will leave with the tools they need to reach a bigger user base while also building towards an accessible and inclusive digital world.
This session is intended for anyone who wants to build digital products that reach as many people as possible.
Effective Classroom Management involves organizing students, space, time, and materials to facilitate teaching and learning. It includes establishing clear routines, procedures, expectations, and reinforcement systems. The document outlines steps to develop a classroom management plan including defining rules and behavioral expectations, teaching these expectations to students, and using positive reinforcement to encourage appropriate behavior. Developing an effective classroom management system is important for supporting student behavior and academic achievement.
This document provides information and guidance on effective classroom management. It discusses that good classroom management is key to maintaining a positive learning environment and setting consistent rules and procedures. It outlines different classroom management styles like authoritarian, authoritative, laissez-faire, and indifferent. It emphasizes the importance of establishing clear rules, procedures and consequences. It also stresses the importance of building positive teacher-student relationships through modeling, clear instruction, being attentive to student needs, and high levels of cooperation. The document provides various strategies and case studies to improve classroom management.
Autism is a developmental disorder that appears in early childhood and affects social and communication skills. Boys are affected more than girls. While the causes are unknown, early signs may include lack of speech, repetitive movements, lack of eye contact and social skills. Treatment options include applied behavior analysis therapy, occupational therapy, speech therapy and sometimes medications to treat related symptoms. Diet changes eliminating gluten have helped some children with autism.
The document discusses classroom management. It defines classroom management as establishing procedures and instructional techniques to create an optimal learning environment. Good classroom management results in high student engagement and provides a conducive learning environment. The principles of classroom management include teacher responsibility, long-term solutions to problems, and addressing underlying causes of misbehavior. Components of classroom management include seating, group work, resources, and establishing classroom norms. Strategies involve planning, organization, communication, motivation, and monitoring activities. Key dimensions are the physical space, human interactions, and effective instruction.
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
This document discusses two sources that provide information about effective instructional practices and diet for students with autism spectrum disorders. The first source from 2007 discusses effective instructional practices for teaching students with autism. The second source from 2009 discusses what is known about the relationship between autism and diet and what parents need to know.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.
The document provides information about autism spectrum disorders including characteristics, strategies, and classroom approaches. It describes the three main criteria for an autism diagnosis: qualitative impairments in social interaction and communication, and restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, and other tools that can be used to support students with autism in the classroom.
This document provides an overview of autism including:
1. Autism is a developmental disorder appearing in the first 3 years that affects social and communication skills.
2. It was first described by Kanner in 1943 and prevalence is estimated at 2-6 per 1000 individuals.
3. Prognosis depends on severity but proper therapy can help individuals improve socialization and live independently.
This document discusses classroom management strategies and techniques. It begins by explaining that classroom management is one of the biggest challenges for teachers and a common reason for burnout. It then provides objectives and principles for effective classroom management, such as establishing consistent routines and procedures, maximizing instructional time, and using positive reinforcement. The document also discusses strategies for handling disciplinary issues, creating an organized physical environment, and developing self-discipline in students. Overall, it provides guidance on creating an efficient and productive learning environment through classroom organization and behavior management.
The document discusses effective classroom communication techniques. It emphasizes using descriptive rather than judgmental language when speaking to students. Both parties need to listen - communication is a two-way street. The document outlines aspects of communicating like teaching students to listen, listening to students, using supportive replies, avoiding unintended messages, and maintaining professional confidence while respecting students' rights. Overall, the key is using a descriptive language style to make students feel less defensive and more willing to engage in learning.
What Do High School Counselors Do 10 2006jdailshire
High school counselors meet guidance content standards by allocating their time to classroom guidance, individual planning, responsive services, and system support. They provide classroom instruction on topics like college and career planning, conduct small group counseling sessions, and meet with students individually for academic, social, or mental health issues. Counselors also perform administrative duties like coordinating enrollment, testing, and maintaining student records. The goal is to implement a comprehensive guidance program that supports all students' needs through collaboration with others.
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
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 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.
This document outlines the vision, objectives, organizational structure, staff skills, guidelines, and code of ethics for a counseling center located in Moratuwa, Sri Lanka. The center aims to empower students through individual and group counseling, parenting programs, teacher training, and awareness events. It has a board of directors and coordinator who oversees counselors. Counselors provide counseling services and adhere to guidelines regarding administration, activities, information handling, standards, self-development, and a code of ethics to ensure effective and ethical functioning. Violations are addressed through complaints procedures, peer evaluation, and a disciplinary committee.
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 discusses inclusive education for students with learning disabilities in regular schools. It defines inclusive education as all students attending their neighborhood schools and being supported to learn together. Students with conditions like dyslexia, ADHD, autism and others are discussed. The challenges they face include health problems, lack of funding, inappropriate environments and attitudes. Schools problems include poor teacher training and attitudes, inflexible methods and lack of support. An inclusive approach emphasizes learning for all with flexible individualized teaching, while traditional approaches are more exclusive and limiting. The conclusion advocates for adjusting education systems to meet all children's needs through inclusive practices.
Classroom Management and Managing Aggressive IndividualsJanetta Garton
The document discusses strategies for effective classroom management and responding to aggressive behavior. It provides objectives for a workshop on these topics. It discusses establishing clear expectations and procedures for students. It outlines things teachers can and cannot control in the classroom. It also discusses identifying early warning signs of potential aggression, de-escalation techniques, building relationships with students, and creating a well-managed classroom.
Inclusive Design: Thinking Beyond Accessibility | NERDSummit 2017Michael Miles
There are many differences that impact the way people experience the digital world. From age and gender, vision and dexterity, to location and education. Each difference affects digital inclusion and experiences. As builders of the digital world it is our job to build products that are usable by, and inclusive of, as many people as possible. To do so, it is important that we plan for the many differences that make up our users.
This session details the importance of having an inclusive mindset in the ux and content aspects of our digital projects. It explains how Inclusive Design allow for producing positive experiences for a wider audience. Attendees will learn four simple guidelines that they can follow to apply Inclusive Design principles to their ux and content phases. Attendees will leave with the tools they need to reach a bigger user base while also building towards an accessible and inclusive digital world.
This session is intended for anyone who wants to build digital products that reach as many people as possible.
Effective Classroom Management involves organizing students, space, time, and materials to facilitate teaching and learning. It includes establishing clear routines, procedures, expectations, and reinforcement systems. The document outlines steps to develop a classroom management plan including defining rules and behavioral expectations, teaching these expectations to students, and using positive reinforcement to encourage appropriate behavior. Developing an effective classroom management system is important for supporting student behavior and academic achievement.
This document provides information and guidance on effective classroom management. It discusses that good classroom management is key to maintaining a positive learning environment and setting consistent rules and procedures. It outlines different classroom management styles like authoritarian, authoritative, laissez-faire, and indifferent. It emphasizes the importance of establishing clear rules, procedures and consequences. It also stresses the importance of building positive teacher-student relationships through modeling, clear instruction, being attentive to student needs, and high levels of cooperation. The document provides various strategies and case studies to improve classroom management.
Autism is a developmental disorder that appears in early childhood and affects social and communication skills. Boys are affected more than girls. While the causes are unknown, early signs may include lack of speech, repetitive movements, lack of eye contact and social skills. Treatment options include applied behavior analysis therapy, occupational therapy, speech therapy and sometimes medications to treat related symptoms. Diet changes eliminating gluten have helped some children with autism.
The document discusses classroom management. It defines classroom management as establishing procedures and instructional techniques to create an optimal learning environment. Good classroom management results in high student engagement and provides a conducive learning environment. The principles of classroom management include teacher responsibility, long-term solutions to problems, and addressing underlying causes of misbehavior. Components of classroom management include seating, group work, resources, and establishing classroom norms. Strategies involve planning, organization, communication, motivation, and monitoring activities. Key dimensions are the physical space, human interactions, and effective instruction.
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
This document discusses two sources that provide information about effective instructional practices and diet for students with autism spectrum disorders. The first source from 2007 discusses effective instructional practices for teaching students with autism. The second source from 2009 discusses what is known about the relationship between autism and diet and what parents need to know.
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.
The document provides information about autism spectrum disorders including characteristics, strategies, and classroom approaches. It describes the three main criteria for an autism diagnosis: qualitative impairments in social interaction and communication, and restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, and other tools that can be used to support students with autism in the classroom.
This document provides an overview of autism including:
1. Autism is a developmental disorder appearing in the first 3 years that affects social and communication skills.
2. It was first described by Kanner in 1943 and prevalence is estimated at 2-6 per 1000 individuals.
3. Prognosis depends on severity but proper therapy can help individuals improve socialization and live independently.
This document discusses classroom management strategies and techniques. It begins by explaining that classroom management is one of the biggest challenges for teachers and a common reason for burnout. It then provides objectives and principles for effective classroom management, such as establishing consistent routines and procedures, maximizing instructional time, and using positive reinforcement. The document also discusses strategies for handling disciplinary issues, creating an organized physical environment, and developing self-discipline in students. Overall, it provides guidance on creating an efficient and productive learning environment through classroom organization and behavior management.
The document discusses effective classroom communication techniques. It emphasizes using descriptive rather than judgmental language when speaking to students. Both parties need to listen - communication is a two-way street. The document outlines aspects of communicating like teaching students to listen, listening to students, using supportive replies, avoiding unintended messages, and maintaining professional confidence while respecting students' rights. Overall, the key is using a descriptive language style to make students feel less defensive and more willing to engage in learning.
What Do High School Counselors Do 10 2006jdailshire
High school counselors meet guidance content standards by allocating their time to classroom guidance, individual planning, responsive services, and system support. They provide classroom instruction on topics like college and career planning, conduct small group counseling sessions, and meet with students individually for academic, social, or mental health issues. Counselors also perform administrative duties like coordinating enrollment, testing, and maintaining student records. The goal is to implement a comprehensive guidance program that supports all students' needs through collaboration with others.
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
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 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.
This document outlines the vision, objectives, organizational structure, staff skills, guidelines, and code of ethics for a counseling center located in Moratuwa, Sri Lanka. The center aims to empower students through individual and group counseling, parenting programs, teacher training, and awareness events. It has a board of directors and coordinator who oversees counselors. Counselors provide counseling services and adhere to guidelines regarding administration, activities, information handling, standards, self-development, and a code of ethics to ensure effective and ethical functioning. Violations are addressed through complaints procedures, peer evaluation, and a disciplinary committee.
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 provides information about an upcoming Admission, Review, and Dismissal (ARD) committee meeting for a student. It notes that the committee will discuss the student's Individualized Education Program (IEP) and how they are accessing their Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). The committee will examine the student's Full Individual Evaluation (FIE) to determine if they qualify for special education services under any disability categories. Together, the committee will develop goals, accommodations, and services to meet the student's needs and ensure access to the general education curriculum.
Edsp 524 or 528 -anthony maiorano-iep presentation_week 1 ms ppt 2010anthonymaiorano
The presentation provides an overview of the key components of an Individualized Education Plan (IEP) for various stakeholders. It identifies all major sections of an IEP, including the student's present levels of performance, annual goals, special education services, and placement. Speaker notes throughout the presentation explain the information on each slide. The presentation addresses administrators, parents, teachers, and related services staff to ensure all involved parties understand the IEP. It utilizes graphics and navigation tools to reinforce the content and makes citations in APA style.
The document provides information about steps to take if a child is struggling in school. It discusses talking to the teacher, requesting a Student Study Team meeting, potential interventions, and the evaluation process for special education eligibility including assessments, an IEP meeting, and determining appropriate services. Key roles in the process like school psychologists, learning lab teams, speech pathologists, and instructional assistants are also outlined.
This presentation was presented at WACUHO at the 2009 conference. The session requires Turning Point and allows attendees to add input by clicking on a remote during the presentation.
The document provides an agenda and details for the Children's Playlink Annual General Meeting on November 28th, 2012. The meeting will include a buffet lunch, reports from the chair and on finances, election of trustees, and facilitated discussions on implications of changes to the Early Years Foundation Stage and qualifications. The organizational update outlines key priority areas such as obtaining a new home and reviewing membership. Details are also provided on assessments required under the Early Years Foundation Stage and how Ofsted inspections will be conducted and make judgments.
By Catherine Gentzke
cgentzke@gmail.com
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
By Catherine Gentzke
cgentzke@gmail.com
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
The document outlines an MFSP (Military Family Services Program) planning process including establishing a vision, mission, values and goals, assessing needs, setting objectives and action plans, implementation, evaluation, and improvement. It also provides examples of eligible/ineligible expenses and various program elements and resources including event planning, volunteer management, time management, and delegation.
Why Do You Need Education Consultants To Study Abroad?Eduloco
School abroad education consultants come in all shapes and sizes with different rates and arrangements. Take an exam to find a specialist who adjusts to your financial plan, as well as solves your problems. You may also need to do some inquiries to check if anyone has had a positive encounter with a specific specialist.
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 the PPCD (Preschool Program for Children with Disabilities) in Texas. The PPCD is an early intervention program that serves students aged 3 to 5 who have disabilities covered by the Individuals with Disabilities Education Act. It provides a free and appropriate public education for students in either self-contained classrooms or inclusionary programs integrated with typically developing peers. The goal is to help students reach their full potential and prepare them for Kindergarten.
This document summarizes a professional development session for teachers at PHS. The session focused on setting goals for student engagement and educator effectiveness. It discussed developing department and individual goals and monitoring progress through feedback and data. It also addressed preparing students for standardized testing through regular practice, not just test prep. The session aimed to support teachers in setting meaningful goals and improving student outcomes through engagement.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
There are five types of meetings that may be held, that are related to the IEP. They include: Initial/Eligibility Annual Review Special Review Transition Manifestation Determination
The Initial/Eligibility meeting is the meeting held to determine a student’s eligibility to initially enter special education for the first time. This meeting is often held in conjunction with the IEP team meeting to develop the student’s IEP. Typically, the school psychologist will let you know when he/she has finished testing a student that appears to be an eligible candidate for Special Education services. If the student is eligible for special education services, you should go ahead and prepare a draft IEP. In order to develop an IEP with appropriate present levels, goals, and services, it is good practice to consult with the school psychologist to discuss deficit areas. In addition, it is good practice consult with the general education teacher(s) and to do your own assessments to help you write good present levels and to better understand the needs of the student.
The Initial/Eligibility meeting is the meeting held to determine a student’s eligibility to initially enter special education for the first time. This meeting is often held in conjunction with the IEP team meeting to develop the student’s IEP. Typically, the school psychologist will let you know when he/she has finished testing a student that appears to be an eligible candidate for Special Education services. If the student is eligible for special education services, you should go ahead and prepare a draft IEP. In order to develop an IEP with appropriate present levels, goals, and services, it is good practice to consult with the school psychologist to discuss deficit areas. In addition, it is good practice consult with the general education teacher(s) and to do your own assessments to help you write good present levels and to better understand the needs of the student.
The Initial/Eligibility meeting is the meeting held to determine a student’s eligibility to initially enter special education for the first time. This meeting is often held in conjunction with the IEP team meeting to develop the student’s IEP. Typically, the school psychologist will let you know when he/she has finished testing a student that appears to be an eligible candidate for Special Education services. If the student is eligible for special education services, you should go ahead and prepare a draft IEP. In order to develop an IEP with appropriate present levels, goals, and services, it is good practice to consult with the school psychologist to discuss deficit areas. In addition, it is good practice consult with the general education teacher(s) and to do your own assessments to help you write good present levels and to better understand the needs of the student.
The annual review IEP meeting is required every year for every student receiving special education services. At this meeting, you as the case manager, will review the students progress toward current goals, review the Present Levels of Performance and revisit all components of the IEP. In addition, you will make recommendations for the upcoming IEP term based on the student’s Present Levels. You should not assume that all services and goals in the previous IEP will automatically be continued.
In order to prepare for this meeting, you should begin by reviewing the current IEP. If the student has related services, you need to contact those service providers and invite them to attend the meeting. Based on the present levels in the IEP, you should assess those and any other known areas of deficit for the student. If you are unsure what assessments to use, consult with your special education coordinator. In addition, consult with the general education teacher to discuss how the student is performing in that environment and to discuss the appropriateness of current accommodations and modification and whether or not additional accommodations and/or modifications are needed. It’s good practice to begin planning the annual review about a month prior to the meeting.
A special review is held whenever it is necessary to review or revise an IEP during its effective dates. Any member of the IEP team may request a special review at any time. It is the responsibility of the case manager to set up the meeting and notify the IEP team members. When a request is made to conduct a special review, you should contact your special education coordinator prior to setting up the meeting. He/she can provide assistance and attend the meeting, if necessary.
Transition is addressed in all IEP meetings for students who are age 13 and older or who will turn 13 during the effective dates of the IEP. The student, as well as representatives of any agency likely to provide or pay for transition services, must be invited to the meeting. Written consent to invite outside agencies must be obtained each year prior to inviting the outside agency.
A manifestation determination review is held to determine whether a student’s behavior is related or not related to his/her disability. Manifestation must be determined before a student with a disability may be removed beyond 10 cumulative school days. Be sure to review the information in your Policies and Procedures Manual regarding Functional Behavioral Assessments and Behavior Intervention Plans (pages 82-96). In addition, review the guidelines for addressing behavior and/or suspension and expulsion for students receiving special education services.
After you have determined the type of meeting, you will need to include this information on the meeting letter that you will send to the parents. Excent provides a checklist for you to mark the reason for the meeting. In addition, you will need to include any enclosures that you have included with the meeting letter. You should always include the parent and student Invitation Response Form and Prior Written Notice for every IEP meeting. The Listing of Parental Rights is required for all Annual Review and MDR meetings. Be sure to review the Prior Written Notice section of your Policies and Procedures Manual prior to sending home the Prior Written Notice.
It is important that you document all attempts to contact the parents and invite them to the meeting. Excent allows you to include the date, the type (example: phone call, letter of invitation, etc.), and the person making the contact. In addition, there is a box for contact notations, which allows you to provide more details regarding your contact attempts.
For EVERY meeting you have, you should ALWAYS include the following individuals as members of the IEP team: the parents, the special education teacher, the regular education teacher, and the LEA. In Aiken County the only approved LEA Representatives at the school building level are the Principal and the Assistant Principal.
For some students and/or circumstances, you will need to include additional members of the IEP team. Those team members may include: The interpreter of evaluation results. This person may vary depending on the circumstances of the meeting. (examples include: the school psychologist, SLP, or the vision or hearing teacher. In most cases the Special Education Teacher will fulfill this role by explaining the present levels in the IEP). In addition to the Interpreter, you will need to invite others with knowledge or expertise. This typically refers to the related service providers. (For example: OT, PT, ABT, etc.) Be sure to invite the student once he/she is 13 years of age or older and transition participants from outside agencies for students receiving services from participating agencies.
For some students and/or circumstances, you will need to include additional members of the IEP team. Those team members may include: The interpreter of evaluation results. This person may vary depending on the circumstances of the meeting. (examples include: the school psychologist, SLP, or the vision or hearing teacher. In most cases the Special Education Teacher will fulfill this role by explaining the present levels in the IEP). In addition to the Interpreter, you will need to invite others with knowledge or expertise. This typically refers to the related service providers. (For example: OT, PT, ABT, etc.) Be sure to invite the student once he/she is 13 years of age or older and transition participants from outside agencies for students receiving services from participating agencies.
When including team members on the meeting letter you only need to include them by title. IDEA no longer requires that we include team members by name. Although Excent provides you with a box to include team members names, it’s a good rule of practice to use numbers to represent the team members instead the their names. In addition, you will include the team members title. The process of using numbers instead of names simplifies things in the event that you need to use a different LEA, Regular Education teacher, etc when a team member is suddenly unable to attend. If you haven’t already experienced it, you will definitely run into circumstances where you may have invited the assistant principal but he/she is unable to attend due to a last minute student emergency. By using #’s instead of names, you can allow for the principal to serve as the LEA in place of the assistant principal. In the long run, this will make things easier for you.
Once you know what type of meeting you are having and you know who you need to invite, it’s in your best interest to call the parents and ask them to provide you with several dates and times that they would be able to attend the meeting. Within reasonable means, you must schedule the meeting at a time that is most convenient to the parent. Next, you should email your related service providers and general education teachers to see if they can attend during any of the times that you discussed with the parent. If’s a good rule of practice to schedule as far in advance as possible when you have to invite related service providers. Most related service providers provide service to multiple schools and their schedules are often packed weeks in advance.
Once you know what type of meeting you are having and you know who you need to invite, it’s in your best interest to call the parents and ask them to provide you with several dates and times that they would be able to attend the meeting. Within reasonable means, you must schedule the meeting at a time that is most convenient to the parent. Next, you should email your related service providers and general education teachers to see if they can attend during any of the times that you discussed with the parent. If’s a good rule of practice to schedule as far in advance as possible when you have to invite related service providers. Most related service providers provide service to multiple schools and their schedules are often packed weeks in advance.
When you are uncertain about a procedure or who to invite, refer to your Policies and Procedures Manual. If you can’t find the answer there or if you still have doubts, contact your coordinator for help and guidance. There is nothing wrong with double checking to make sure you are following the proper policies and procedures. The paperwork for special education can be tedious and confusing and as you will soon learn it changes all the time. So, when in doubt….ask your coordinator for help!