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.
Ie in the view of rta act and inclusive school as effective schoolFousiya O P
The document discusses the need for inclusive education (IE) in light of the Rights of Persons with Disabilities Act. It outlines the key principles of IE, including that all children can learn and participate in regular classrooms. IE provides benefits like higher expectations, opportunities to develop friendships and community participation. Effective inclusive schools establish high learning expectations and support for students. Barriers to inclusion include attitudinal, environmental, and institutional factors as well as issues like inappropriate curriculum and untrained teachers. The scheme for Inclusive Education at the Secondary Stage aims to enable students with disabilities to complete secondary education in an inclusive environment through support like assessments, aids, teacher training, and removal of architectural barriers.
Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.
Learning Rights and Teacher Responsibilities Presentation.pptxYianniToulopoulos
The document discusses laws, policies, and best practices for special education teachers. It covers:
- The Individuals with Disabilities Education Act (IDEA) which establishes procedures for identifying students who need special education.
- Requirements for free and appropriate public education (FAPE) and placement in the least restrictive environment (LRE).
- Professional standards for special education teachers including maintaining high expectations, respecting diversity, collaborating with families and colleagues, and advocating for students.
- Best practices such as identifying student strengths, building skills, using assistive technologies, and tailoring learning to individual students.
Akshara Foundation - Talk on Early Childhood Care and Education (ECCE) by Pro...Akshara Foundation
Dr. Venita Kaul, founder Trustee of Pratham Delhi Education Initiative, spoke at a colloquium titled "Equitable Quality Education for all children", organized as a part of Akshara's 10th Anniversary celebrations.
Dr. Kaul mentioned that according to an India Research, Early Childhood Care and Education (ECCE) improves early learning through overall school readiness. The ICDS, with over 7 lakh Anganwadis across the country, is the largest purveyor of ECCE in India. She mentioned that to improve the quality of education provided to the children, it is important to prepare the anganwadi worker, in energizing her to perform her tasks better.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
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.
Ie in the view of rta act and inclusive school as effective schoolFousiya O P
The document discusses the need for inclusive education (IE) in light of the Rights of Persons with Disabilities Act. It outlines the key principles of IE, including that all children can learn and participate in regular classrooms. IE provides benefits like higher expectations, opportunities to develop friendships and community participation. Effective inclusive schools establish high learning expectations and support for students. Barriers to inclusion include attitudinal, environmental, and institutional factors as well as issues like inappropriate curriculum and untrained teachers. The scheme for Inclusive Education at the Secondary Stage aims to enable students with disabilities to complete secondary education in an inclusive environment through support like assessments, aids, teacher training, and removal of architectural barriers.
Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.
Learning Rights and Teacher Responsibilities Presentation.pptxYianniToulopoulos
The document discusses laws, policies, and best practices for special education teachers. It covers:
- The Individuals with Disabilities Education Act (IDEA) which establishes procedures for identifying students who need special education.
- Requirements for free and appropriate public education (FAPE) and placement in the least restrictive environment (LRE).
- Professional standards for special education teachers including maintaining high expectations, respecting diversity, collaborating with families and colleagues, and advocating for students.
- Best practices such as identifying student strengths, building skills, using assistive technologies, and tailoring learning to individual students.
Akshara Foundation - Talk on Early Childhood Care and Education (ECCE) by Pro...Akshara Foundation
Dr. Venita Kaul, founder Trustee of Pratham Delhi Education Initiative, spoke at a colloquium titled "Equitable Quality Education for all children", organized as a part of Akshara's 10th Anniversary celebrations.
Dr. Kaul mentioned that according to an India Research, Early Childhood Care and Education (ECCE) improves early learning through overall school readiness. The ICDS, with over 7 lakh Anganwadis across the country, is the largest purveyor of ECCE in India. She mentioned that to improve the quality of education provided to the children, it is important to prepare the anganwadi worker, in energizing her to perform her tasks better.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
Successful Transition for Students with Special Needsmilfamln
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
INCLUSIVE EDUCATION FOR THE DISABLED AT SECONDARY STAGEFousiya O P
The Inclusive Education of the Disabled at Secondary Stage (IEDSS) scheme aims to enable students with disabilities to complete their secondary education (classes 9-12) in an inclusive environment. It provides assistance for their education in mainstream schools and supports teacher training, accessibility infrastructure, learning materials, and other facilities. The scheme is implemented by state education departments and non-profits, and provides full central funding with states contributing scholarships for students. Its objectives are to identify students' needs, provide aids and barrier-free access, train teachers, and establish model inclusive schools.
The document summarizes the Open High School Program (OHSP) in the Philippines. It provides an alternative mode of secondary education through distance learning for learners unable to attend regular classes. The OHSP aims to provide educational access and reduce dropout rates. It is managed through a structure that designates roles for school heads, coordinators, teachers, and learners. Participation requirements include testing and interviews to assess readiness. Learners are evaluated by teachers and work towards promotion requirements. The program is evaluated at multiple levels to assess implementation and improve the program.
The document outlines the Open High School Program (OHSP) managed by the Department of Education in the Philippines. It provides an alternative mode of secondary education using distance learning for those unable to attend regular classes. The goals of OHSP are to provide educational opportunities for all and reduce dropout rates. Schools must meet requirements to participate, including facilities and community links. Students must demonstrate independent learning ability. The program is managed through various roles including coordinators, counselors, advisors and teachers. DepEd, local governments, and other stakeholders also have responsibilities in supporting OHSP.
This document provides information on several topics related to special education programs and services:
- It describes the three principles of Universal Design for Learning and examples of how each is implemented.
- It compares and contrasts Individualized Family Service Plans and Individualized Education Plans, describing their target populations, focuses, eligibility, plan development processes, and other key aspects.
- It discusses considerations around least restrictive environment and different placement options available to students with disabilities. The decision is made by the IEP team based on the child's needs and individualized education plan.
1. Transition planning is a required part of the IEP process for students aged 14-22 to help prepare them for life after high school.
2. The transition plan should be based on the student's interests and vision and address postsecondary education, employment, and independent living skills.
3. Developing the plan involves assessing the student's skills, conducting family discussions, and having the student, parents, and school staff collaborate as a team.
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
The Milton Special Education Parent Advisory Council (Milton SEPAC) is a nonprofit organization run by parents in Milton, Massachusetts that is dedicated to supporting families with children who have special needs. The SEPAC aims to advise the school district, provide information to parents and educators, and promote inclusion of students with special needs. For the 2014-2015 school year, the SEPAC's goals are to strengthen its infrastructure, improve communication, increase membership, and increase its advocacy and advisory role with the school district on issues like the achievement gap in special education.
The document provides information about reforms to special educational needs and disabilities (SEND) in the UK. It outlines that a new SEND Code of Practice will provide statutory guidance for local authorities and education/health providers. It also details upcoming changes including new funding, independent parent supporters, preparing education providers for reforms, and developing local offers of SEND services. Next steps include finalizing the SEND Code, implementing new systems from September 2014, and continuing to engage stakeholders.
The QAAD of DepEd-Regional Office VII held a half-day conference on the Child-Friendly School System attended by 19 Division Education Program Supervisors. The conference's objectives were to gather data on schools' level of child-friendliness using CFSS tools, determine the extent basic children's rights have been realized through CFSS's seven goals, and help secondary schools fully realize the seven goals. Presenters discussed CFSS data gathering procedures, instruments, and goals. Members of six Regional Field Technical Assistance Teams were also oriented on CFSS and their role in monitoring secondary schools. The output was Division Consolidated CFSS Reports prepared by supervisors for regional consolidation and submission to DepEd-Central Office.
This document discusses various types of diversity found in schools including gender, culture and language, economically marginalized groups, students with economic disparities, gifted students, and students with disabilities. It addresses issues related to gender diversity, multilingualism, cultural diversity, marginalized students, economic inequality, ability grouping, and definitions of impairment, disability, and handicap. Strategies are provided for promoting inclusion and limiting marginalization of diverse students in the classroom.
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
It discuss about the inclusive education - unity in diversity. It also explains about COMPONENTS OF ABC
4 r’s - FUNDAMENTAL modern education
Why do we need inclusive EDUCATION??!!, barriers and benefits of inclusive education
Inclusive education means that all students attend their local neighborhood schools and are included in regular classes with support. It focuses on designing schools to meet all students' needs and keeping them in their communities. Inclusive education is flexible and aims to educate students in regular classrooms, but also allows for specialized schools. It benefits all students by fostering respect, belonging and acceptance of differences. The goal is for education systems to adjust to students' needs rather than view students as needing to adjust to the system.
The document discusses staff councils and student councils. A staff council consists of the headmaster and teachers, and advises the headmaster on academic and administrative matters. A student council provides leadership opportunities for students and allows them to engage with teachers on school issues. It often includes roles like president and treasurer. Student councils work to share student perspectives with teachers, organize fundraising and social events, and help maintain school discipline. They aim to produce ideal citizen leaders and give students experience in democratic processes and responsibilities.
Inclusive education - Definition, concept and significance of Inclusive educa...Suresh Babu
Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education – developing attitudes and competencies for inclusion.
MBCN - A Special School for Autistic Since 1999 Founded by Shri Ponty Chadha MBCN is a Noida based charitable school for physically disabled children providing free education and various training to develop their ability.
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
Learning Team Workshop Series I: IDEA (2004) Presentation (1)Courtney Minor
The document discusses evidence-based decision making in education. It outlines the 5 steps as identifying needs, selecting interventions, planning implementation, implementing, and examining results. It also discusses using scientifically based research to evaluate programs and monitoring student data trends over time. The impact of IDEA legislation is summarized as establishing qualifications for special education teachers and requiring individualized education plans for students with disabilities. Common special education terms and acronyms are also listed.
Successful Transition for Students with Special Needsmilfamln
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
INCLUSIVE EDUCATION FOR THE DISABLED AT SECONDARY STAGEFousiya O P
The Inclusive Education of the Disabled at Secondary Stage (IEDSS) scheme aims to enable students with disabilities to complete their secondary education (classes 9-12) in an inclusive environment. It provides assistance for their education in mainstream schools and supports teacher training, accessibility infrastructure, learning materials, and other facilities. The scheme is implemented by state education departments and non-profits, and provides full central funding with states contributing scholarships for students. Its objectives are to identify students' needs, provide aids and barrier-free access, train teachers, and establish model inclusive schools.
The document summarizes the Open High School Program (OHSP) in the Philippines. It provides an alternative mode of secondary education through distance learning for learners unable to attend regular classes. The OHSP aims to provide educational access and reduce dropout rates. It is managed through a structure that designates roles for school heads, coordinators, teachers, and learners. Participation requirements include testing and interviews to assess readiness. Learners are evaluated by teachers and work towards promotion requirements. The program is evaluated at multiple levels to assess implementation and improve the program.
The document outlines the Open High School Program (OHSP) managed by the Department of Education in the Philippines. It provides an alternative mode of secondary education using distance learning for those unable to attend regular classes. The goals of OHSP are to provide educational opportunities for all and reduce dropout rates. Schools must meet requirements to participate, including facilities and community links. Students must demonstrate independent learning ability. The program is managed through various roles including coordinators, counselors, advisors and teachers. DepEd, local governments, and other stakeholders also have responsibilities in supporting OHSP.
This document provides information on several topics related to special education programs and services:
- It describes the three principles of Universal Design for Learning and examples of how each is implemented.
- It compares and contrasts Individualized Family Service Plans and Individualized Education Plans, describing their target populations, focuses, eligibility, plan development processes, and other key aspects.
- It discusses considerations around least restrictive environment and different placement options available to students with disabilities. The decision is made by the IEP team based on the child's needs and individualized education plan.
1. Transition planning is a required part of the IEP process for students aged 14-22 to help prepare them for life after high school.
2. The transition plan should be based on the student's interests and vision and address postsecondary education, employment, and independent living skills.
3. Developing the plan involves assessing the student's skills, conducting family discussions, and having the student, parents, and school staff collaborate as a team.
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
The Milton Special Education Parent Advisory Council (Milton SEPAC) is a nonprofit organization run by parents in Milton, Massachusetts that is dedicated to supporting families with children who have special needs. The SEPAC aims to advise the school district, provide information to parents and educators, and promote inclusion of students with special needs. For the 2014-2015 school year, the SEPAC's goals are to strengthen its infrastructure, improve communication, increase membership, and increase its advocacy and advisory role with the school district on issues like the achievement gap in special education.
The document provides information about reforms to special educational needs and disabilities (SEND) in the UK. It outlines that a new SEND Code of Practice will provide statutory guidance for local authorities and education/health providers. It also details upcoming changes including new funding, independent parent supporters, preparing education providers for reforms, and developing local offers of SEND services. Next steps include finalizing the SEND Code, implementing new systems from September 2014, and continuing to engage stakeholders.
The QAAD of DepEd-Regional Office VII held a half-day conference on the Child-Friendly School System attended by 19 Division Education Program Supervisors. The conference's objectives were to gather data on schools' level of child-friendliness using CFSS tools, determine the extent basic children's rights have been realized through CFSS's seven goals, and help secondary schools fully realize the seven goals. Presenters discussed CFSS data gathering procedures, instruments, and goals. Members of six Regional Field Technical Assistance Teams were also oriented on CFSS and their role in monitoring secondary schools. The output was Division Consolidated CFSS Reports prepared by supervisors for regional consolidation and submission to DepEd-Central Office.
This document discusses various types of diversity found in schools including gender, culture and language, economically marginalized groups, students with economic disparities, gifted students, and students with disabilities. It addresses issues related to gender diversity, multilingualism, cultural diversity, marginalized students, economic inequality, ability grouping, and definitions of impairment, disability, and handicap. Strategies are provided for promoting inclusion and limiting marginalization of diverse students in the classroom.
The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.
It discuss about the inclusive education - unity in diversity. It also explains about COMPONENTS OF ABC
4 r’s - FUNDAMENTAL modern education
Why do we need inclusive EDUCATION??!!, barriers and benefits of inclusive education
Inclusive education means that all students attend their local neighborhood schools and are included in regular classes with support. It focuses on designing schools to meet all students' needs and keeping them in their communities. Inclusive education is flexible and aims to educate students in regular classrooms, but also allows for specialized schools. It benefits all students by fostering respect, belonging and acceptance of differences. The goal is for education systems to adjust to students' needs rather than view students as needing to adjust to the system.
The document discusses staff councils and student councils. A staff council consists of the headmaster and teachers, and advises the headmaster on academic and administrative matters. A student council provides leadership opportunities for students and allows them to engage with teachers on school issues. It often includes roles like president and treasurer. Student councils work to share student perspectives with teachers, organize fundraising and social events, and help maintain school discipline. They aim to produce ideal citizen leaders and give students experience in democratic processes and responsibilities.
Inclusive education - Definition, concept and significance of Inclusive educa...Suresh Babu
Inclusive education - Definition, concept and significance of Inclusive education Significance of inclusive education for the education of all children in the context of right to education, Issues and problems in Inclusive education, Teacher preparation for Inclusive education – developing attitudes and competencies for inclusion.
MBCN - A Special School for Autistic Since 1999 Founded by Shri Ponty Chadha MBCN is a Noida based charitable school for physically disabled children providing free education and various training to develop their ability.
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
Learning Team Workshop Series I: IDEA (2004) Presentation (1)Courtney Minor
The document discusses evidence-based decision making in education. It outlines the 5 steps as identifying needs, selecting interventions, planning implementation, implementing, and examining results. It also discusses using scientifically based research to evaluate programs and monitoring student data trends over time. The impact of IDEA legislation is summarized as establishing qualifications for special education teachers and requiring individualized education plans for students with disabilities. Common special education terms and acronyms are also listed.
The document provides information on the Department of Education of the Philippines' strategic planning process, including their vision, mission, mandate, and strategic goals. It outlines the key pillars of their education plan which are access, equity, quality, resiliency and well-being, and governance. It then provides details on the strategic planning process, from conducting situational analyses, identifying challenges, and formulating strategic directions and initiatives aligned across governance levels from the central office down to individual schools. The overall aim is to develop strategic plans to achieve their vision of empowering Filipino learners.
Easing the Transitions: Elementary to Middle to High School and Beyond - Roll...Naviance
This document discusses plans to implement a comprehensive Student Learning Plan (SLP) across Fairfax County Public Schools to ease student transitions between elementary, middle, and high school. The SLP aims to holistically capture students' social, emotional, intellectual and physical development by having students identify interests, strengths, goals, and future plans with input from teachers, counselors, parents and the students themselves. The SLP will incorporate core academic skills, life/career skills, and continuous feedback to support students. Collaboration between departments will be important for planning, developing resources, defining expectations, and measuring success.
The Balanti-an Elementary School Basic Education-Learning Continuity and Recovery Plan outlines strategies to address learning losses from the pandemic. It details (1) accomplishments from the previous school year including enrolment data and effective practices, (2) issues identified such as learning gaps and facility needs, and (3) the operational plan for the upcoming school year focusing on learning recovery, health and safety, teacher professional development, and stakeholder partnerships to support academic success. Monitoring and evaluation mechanisms are in place to track progress and make adjustments to the plan.
The document provides an overview of the Special Education program at ECU, which prepares students for a career teaching K-12 students with disabilities. It describes what special education is, including providing individualized instruction and services to meet unique student needs. It outlines the roles students can choose from, such as co-teacher or resource teacher. The program offers both a general curriculum and adapted curriculum Bachelor's degree. It highlights hands-on experiences, scholarships, and high employment rates for graduates. Contact information is provided for more information.
The document provides information about the gifted and talented programs in the South Orangetown Central School District. It discusses the district's mission and goals for gifted education. It also outlines the identification process, programming options at different grade levels, and strategies like differentiation, enrichment activities, and acceleration. RTI is discussed as a framework to meet the needs of gifted learners through tiered interventions. National guidelines and definitions of giftedness from organizations like NAGC are also referenced.
This document outlines the vision, mission, philosophy, goals, and components of a school's guidance program. The mission is to provide all students with a safe, supportive learning environment to reach their full potential. The vision is for students to develop values and skills to contribute meaningfully to the country. The guidance program aims to address students' personal, social, academic, and career development through seminars, assessments, and responsive services like counseling and referrals to specialists. It seeks to engage families and the community to support students' growth into healthy, responsible citizens.
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
Presented at the Regional Consultation on the Development of New Education and Training Policy and Strategy at CDB in St. Michael, Barbados on July 2016
The document discusses the alignment of the MATATAG 4-Point Education Agenda to the Basic Education Development Plan (BEDP) 2030. It provides an overview of the BEDP results framework and implementation strategies to achieve its goals of improving access, equity, quality, and resiliency in basic education by 2030. The strategies are further elaborated in two phases from 2022-2025 and 2026-2030. Key areas of focus for the BEDP include curriculum revision, infrastructure development, learner well-being, teacher support, and partnerships.
The document discusses the Open High School Program (OHSP) in the Philippines as an alternative mode of secondary education using distance learning. The OHSP aims to provide access to education for those unable to attend regular classes due to issues like physical impairment, work, distance, or financial difficulties. It allows students to learn independently through self-paced modules and interact periodically with teacher facilitators. To participate, students must pass a readiness assessment and sign a learning contract. Evaluation includes written and oral tests, and students must master at least 75% of competencies to promote or 90% to accelerate. For the program to succeed, students must be ready for self-directed learning and the school/community must support rigorous monitoring of student progress.
This document outlines a vision for an excellent rural public school serving grades 1-4 with about 400 students. It describes the ideal certified staff, support staff, student demographics, standardized testing results, and core values of the school. These include committing to life-long learning, community partnership, character development, and academic excellence. The school aims to achieve this through a project-based learning curriculum incorporating technology, diversity, and service learning. Teachers will engage in ongoing professional development to support this approach. The school also aims to promote democratic values and indicate success through student and community engagement.
Learner rights and teacher responsibilitiesVanessaTuckMBA
This document discusses special education laws and teacher responsibilities. It defines special education as specially designed instruction to meet the unique needs of students with disabilities. It outlines 13 categories of disabilities that qualify for special education services under the Individuals with Disabilities Education Act (IDEA). The document also discusses the Child Find Mandate which requires schools to identify students who may need special education services. Finally, it outlines the National Association of Special Education Teachers' code of ethics and professional standards of practice which emphasize respecting students, collaborating with others, and advocating for students.
This document discusses flexible learning options (FLOs) for students at risk of dropping out of school in the Philippines. It defines FLOs and the Alternative Delivery Mode (ADM) program, which uses flexible, nontraditional approaches to education delivery like blended learning, distance education, and e-learning. The document emphasizes that FLOs expand opportunities for marginalized learners and notes challenges like addressing different learners' needs. It provides an example learning plan matrix and encourages reflecting on effectively teaching diverse groups.
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.
The document discusses the history and implementation of special education in the United States. It began with the Education for All Handicapped Children Act of 1975 which mandated special education programs. This was later replaced by the Individuals with Disabilities Education Act (IDEA) which entitles students to a free and appropriate public education. The IDEA requires schools to evaluate students, develop Individualized Education Programs (IEPs), and provide services and accommodations in the least restrictive environment. The document provides details on evaluating and classifying students, developing IEPs, determining placements, and the categories of disabilities covered under special education.
The document provides information about the Open High School Program (OHSP) in the Philippines. It is an alternative secondary education program that uses distance learning for learners unable to attend regular classes. The OHSP aims to provide educational opportunities, reduce dropout rates, and increase participation and achievement in secondary education. It explains how the OHSP is managed through various roles and responsibilities of coordinators, teachers, and other stakeholders. It also outlines how learner performance and overall program implementation is evaluated. Key aspects of the OHSP like admission requirements, learning assessments, and progress monitoring are described.
Similar to Student Services Workshop - Jan 28, 2020 (20)
The document proposes updates to Massachusetts' stretch energy code to help achieve the state's climate goals. It recommends (1) tightening the residential stretch code to require Home Energy Rating System scores of 42 for gas heating or 45 for electric heating, (2) introducing a specialized opt-in stretch code defining "net-zero" buildings and requiring solar panels and electric readiness for gas buildings, and (3) updating the commercial stretch code with more stringent efficiency standards tailored to different building types to lower emissions cost-effectively. Public comments are sought on the straw proposal.
Critical Conversations: Mental Health & Substance Use - 11/18/21Franklin Matters
The Franklin Public Schools Substance Abuse Task Force teamed up with the SAFE Coalition to host the Critical Conversations Panel. This event was held online and in person at Franklin High School on November 18th, 2021. The panel featured 7 speakers with various perspectives representing education, health care, law enforcement, parent/guardians, and people with lived experience. The conversation focused on identifying and addressing mental health and substance use among families and within our community.
The Town Administration and Board of Assessors prepared the following to present the FY 2022 tax rate info for the public hearing at the Town Council meeting on Wednesday, Dec 1, 2021.
My version shares the information with some chart views that I think help tell the story better (my 2 cents)
Town of Franklin: Human Resources Update - 10/13/21Franklin Matters
Town of Franklin (MA) - Human Resources presentation to the Finance Committee on Oct 13, 2021. HR Director Karen Bratt presents the updates and answers questions along with Town Administrator Jamie Hellen.
Franklin (MA) Housing Production Plan Presentation - 20210714Franklin Matters
The document summarizes Franklin's draft 2021 Housing Production Plan (HPP), which is an update to the town's 2011 HPP. The draft HPP contains a comprehensive housing needs assessment that finds increasing housing prices, an aging population, and a shortage of affordable housing units. It sets goals to maintain over 10% affordable housing and increase units for low-income and special needs residents. The draft identifies strategies like zoning changes and incentives to produce more affordable housing. Public feedback is being incorporated before final adoption and DHCD approval to help guide the town's housing development.
Davis Thayer Presentation - School Committee Meeting 06/08/21Franklin Matters
The presentation deck used to show the highlights of the Davis Thayer Elementary school for the 2020-2021 school year. The school building closes at the end of this school year and students in September will join the Keller Elementary School.
Municipal Affordable Housing Trust - presentation - 06/02/21Franklin Matters
The document summarizes Franklin's draft Housing Production Plan (HPP), which is an update to the town's 2011 HPP. The draft HPP includes a housing needs assessment, goals to increase affordable housing units above 10% as required by law, and implementation strategies. It finds Franklin's housing costs and ownership rates are high while supply is low. Goals aim to maintain and increase affordable units for low-income residents, seniors, disabled, and employers' workforce. Strategies could include zoning changes, density bonuses, and funding programs. Public comments are accepted through June 25th.
The updated school budget pages to be reviewed at the Franklin (MA) School Committee meeting Tuesday, Apr 13,2021. These pages reflect changes to the FY 2022 budget preview shared 2 weeks ago and are due to be voted on at the meeting.
Franklin Downtown Partnership planning Ladybug TrailFranklin Matters
The Franklin Downtown Partnership is developing the Ladybug Cultural & Historical Trail to highlight Franklin's unique downtown sites. The trail will feature 25 sites tied together with ladybug sculptures, each having an informational sign. It began as a public art project in 2014 and the partnership took over coordinating outdoor sites in 2018. Their goal is to encourage foot traffic downtown and remind residents of Franklin's history, like how it became the state bug. They have partnered with local groups and have 12 business and 13 cultural and historical sites planned. Installations will continue through 2022 with an unveiling planned for Spring 2022.
The presentation doc used for the Franklin, MA School Committee meeting on Feb 9, 2021 to provide insights on the proposed pool testing pilot for COVID-19
This document summarizes Massachusetts' COVID-19 vaccine timeline and distribution plan. It outlines that 300,000 vaccine doses will be available in phase one in December through February for priority groups like healthcare workers, long term care residents and staff, first responders, and those with two or more comorbidities. Phase two from March through April will include 1.9 million additional doses for groups like educators, grocery workers, those 65 and older, and those with one comorbidity. By phase three, the vaccine will be available to the general public. It emphasizes that the vaccine will only be distributed once the FDA confirms it is safe, and that the state will promote equitable access, with 20% of doses going to hard-hit communities
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
karnataka housing board schemes . all schemesnarinav14
The Karnataka government, along with the central government’s Pradhan Mantri Awas Yojana (PMAY), offers various housing schemes to cater to the diverse needs of citizens across the state. This article provides a comprehensive overview of the major housing schemes available in the Karnataka housing board for both urban and rural areas in 2024.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
A Guide to AI for Smarter Nonprofits - Dr. Cori Faklaris, UNC CharlotteCori Faklaris
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
Bharat Mata - History of Indian culture.pdfBharat Mata
Bharat Mata Channel is an initiative towards keeping the culture of this country alive. Our effort is to spread the knowledge of Indian history, culture, religion and Vedas to the masses.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Indira awas yojana housing scheme renamed as PMAYnarinav14
Indira Awas Yojana (IAY) played a significant role in addressing rural housing needs in India. It emerged as a comprehensive program for affordable housing solutions in rural areas, predating the government’s broader focus on mass housing initiatives.
The Antyodaya Saral Haryana Portal is a pioneering initiative by the Government of Haryana aimed at providing citizens with seamless access to a wide range of government services
2. Our Goal…
▶ Maintain high standards and expectations ensuring access to and
progress within the general education curriculum
▶ Teach skills that are impacted by disability through specialized
instruction
▶ Research-based interventions
▶ High quality staff
▶ State of the art strategies and techniques
▶ Teach strategies to assist a child in compensating for his/her
disability in all learning environments
▶ Universal design
▶ Accessible materials
▶ Meaningful and appropriate accommodations and modifications
in the least restrictive environment
▶ Maintain full compliance with the laws, regulations, process and
procedures governing special education
3. History of Special Education
▶ 1972 – Massachusetts Special Education Law enacted
▶ Chapter 766
▶ 603 CMR 28.00
▶ 1975 - Federal Special Education Law enacted
▶ Education for All Handicapped Children Act
▶ IDEA – Individuals with Disabilities Act
▶ Related Laws
▶ The Massachusetts Education Reform Act of 1993
▶ Section 504 of the Rehabilitation Act
▶ Chapter 688 of the Acts of 1983
▶ The Americans with Disabilities Act, also known as “ADA”
4. History of Special Education
▶ Massachusetts Legislation
▶ Autism Spectrum Disorder Law – 2006
▶ Observation - 2008
▶ Anti-Bullying - 2010
▶ School Discipline Reform Law - 2014
▶ Dyslexia - 2018
5. Basic Principles of the Laws
▶ Parent and Student Participation
▶ Appropriate Evaluation
▶ Individualized Education Program – IEP
▶ Free Appropriate Public Education – FAPE
▶ Least Restrictive Environment – LRE
▶ Inclusive Practice
▶ Procedural Safeguards -updated 2019
6. The IEP Process
▶ Initial Referral – Parent, Outside Professional, or School Personnel
▶ Within 5 days – process the referral
▶ Within 30 working days after consent – evaluation(s) must be
completed
▶ Within 45 working days – Team meets to determine eligibility
▶ IEP developed for student
▶ Within 30 days, parent must respond
▶ Upon written approval by parent, services implemented
▶ Progress reports written as often as report cards are distributed
▶ Annually, Team reviews and rewrites IEP
▶ Every three years, school reevaluates child
7. Special Education in Franklin
School Year 2017-2018 2018-2019 2019-2020
Total Population 5291 5198 5068
Total Special
Education Prek-12 742 929 888
%age Special
Education 14% 17.8% 17.5%
8. When is a Student Eligible?
▶ A student is eligible for special education when
the Team determines:
▶ A student has one or more educational
disabilities as defined by state and federal law
▶ The student is not making effective school
progress
▶ The lack of progress is caused by the disability
▶ The student requires specialized instruction in
order to make effective progress
9. Disability Categories
▶ Emotional 139
▶ Communication 141
▶ Health 153
▶ Specific Learning 216
▶ Multiple Disabilities *
▶ Neurological 49
▶ Autism 141
▶ Developmental Delay 87
▶ Intellectual 24
▶ Sensory – Hearing 10
▶ Sensory - Vision *
▶ Sensory - Deaf-Blind *
Based on 10/1/19 SIMS data
*Data suppressed for privacy due to small numbers.
10. What is Special Education?
Special Education is…
▶ Specially designed instruction to meet the
unique needs of an eligible student, and/or
▶ Related services necessary to access and
make progress within the general curriculum
▶ Special education services are a significant
modification of content, instructional
approach, instructional level and/or
performance criteria
11. Related Services
▶ Speech and Language Therapy
▶ Occupational Therapy
▶ Physical Therapy
▶ Vision Teaching Services
▶ Orientation and Mobility
▶ Teacher of Hearing Impaired
▶ Counseling and Psychological Services
▶ Assistive Technology
▶ Transportation
▶ Home Programming
▶ Parent Consultation/Training
12. Early Childhood Development Center
School Students % of School
Population
ECDC 46/111 41%
Itinerant * ---
*Data suppressed for privacy due to small numbers.
13. Elementary Special Education Data
School Students % of School
Population
Students in
Specialized
Programs
Davis Thayer 41/227 18% -
Jefferson* 64/346 17% 17
Keller* 51/346 15% 11
Kennedy* 82/351 23% 13
Oak Street* 56/359 16% 15
Parmenter* 56/345 16% *Data suppressed for
privacy due to small
numbers.
Based on 10/1/19 SIMS data
14. Continuum of Services – Elementary
Davis Thayer Jefferson Keller Kennedy Oak Street Parmenter
Co-teaching,
Inclusion
Support and
Specialized
Instruction
K-5
Co-teaching,
Inclusion
Support and
Specialized
Instruction
K-5
Co-teaching,
Inclusion
Support and
Specialized
Instruction
K-5
Co-teaching,
Inclusion
Support and
Specialized
Instruction
K-5
Co-teaching,
Inclusion
Support and
Specialized
Instruction
K-5
Co-teaching,
Inclusion
Support and
Specialized
Instruction
K-5
IDEAS
2-5
STRIVE
K-5
GOALS
K-5
REACH
K-5
NECC
Partner
Program
K-4
Related
Services
Related
Services
Related
Services
Related
Services
Related
Services
Related
Services
15. Middle School Special Education Data
School Students % of School
Population
Students in
Specialized
Programs
Annie
Sullivan*
65/382 17% *Data suppressed for
privacy due to small
numbers.
Horace
Mann*
80/450 18% 16
Remington* 95/401 24% 17
Based on 10/1/19 SIMS data
16. Middle School Continuum of Services
Horace Mann Remington Annie Sullivan
Co-teaching,
Inclusion Support
and Specialized
Instruction
6-8
Co-teaching,
Inclusion Support
and Specialized
Instruction
6-8
Co-teaching,
Inclusion Support
and Specialized
Instruction
6-8
REACH
6-8
IDEAS
6-8
STRIVE
6-8
Related Services Related Services Related Services
17. High School Special Education Data
School Students % of School
Population
Students in
Specialized
Programs
Franklin
High
School*
252/1750 14% 37
Based on 10/1/19 SIMS data
18. High School Continuum of Services
Franklin High School
Co-teaching,
Inclusion
Support and
Specialized
Instruction
9-12
STRIVE
9-12
REACH
9-12
Small Group
and
Replacement
Classes
Related
Services
STRIVE
Transition
Post grad
5th Year
Transition
Program/
MAICEI
19. IDEAS Program
Independence, Driven, Esteem, Academics, Social
Communication
Mission/Philosophy:
The IDEAS program provides an environment of structured, multi-sensory
instruction addressing all areas of language development throughout the
school day. Students in the IDEAS program are held to high educational
expectations based on curriculum standards. Necessary supports are
provided to students in order to develop their skills in the areas of
receptive and expressive language (both oral and written) across
curriculum areas as well as within the areas of social pragmatics and
social communication for the purpose of increasing self-esteem and
working toward independence and success in inclusive settings.
20. REACH Program
REsiliency and ACHievement
Mission/Philosophy
The REACH Program offers students a safe and structured
continuum of therapeutic supports and specialized
instruction to foster social-emotional growth across all
settings while accessing rigorous academic experiences. The
REACH Program explicitly teaches positive self-management,
self-awareness, social awareness, relationship skills, and
responsible decision-making to promote independence and
personal success.
21. GOALS Program
Generalization Of Academics, Language, Social Skills
Mission/Philosophy:
The GOALS program is designed to provide an educational environment in
which students with Autism and related disabilities learn academic,
communication and social skills needed to be contributing members of
the school and community. A primary focus of the program is to build
independence in the areas of communication and social skills necessary
to access curricula and social opportunities in the general education
setting. Students’ individualized needs are met through a
transdisciplinary approach using evidence-based teaching practices.
22. STRIVE Program
Mission/Philosophy
The STRIVE Program provides an environment of consistent educational
and behavioral support. Students are provided with access to modified
curriculum in order to allow each student to develop to their maximum
potential at their own pace. Skill development in this program focuses on
communication, functional academics, social pragmatics, activities of
daily living, motor skills, sensory processing, and vocational skills for the
purpose of working toward independence and success with school, home
and the community at large.
23. The New England Center for Children (NECC)
Partner Program Classroom
Mission/Philosophy
The Partner Program Classroom is a flexible educational model designed
to teach students with autism to reach their full potential. NECC
partners with Franklin Public School's professionals to collaborate and
provide a comprehensive ABA classroom that integrates best clinical
practices and mirrors the structure and support often found only in
private school settings.
24. Out of District Placements
Ages 3-5
*Data suppressed for privacy
due to small numbers.
Ages 6-21 68
Based on 10/1/19 SIMS data
25. Out of District Placements
▶ Other Public Schools
▶ Member Collaboratives
▶ Non-member Collaboratives
▶ Private Day Schools
▶ Residential Schools
▶ Out of State Approved
Schools
▶ Unapproved Programs
26. Member Collaboratives
▶ ACCEPT and BICO
▶ Specialized Programs
▶ Professional Development
▶ Job Alike Meetings
▶ Evaluations
▶ Training
▶ Resources
27. In the End….
▶ Teach students with disabilities to become self-sufficient,
self-reliant, independent learners who can advocate for
themselves.
▶ Provide a safe and inclusive environment which is accepting of
all students and allows all students to reach their potential.
▶ Foster within its students the knowledge and skills to find and
achieve satisfaction in life as productive global citizens.