The Overview of Statement of Services and Aids Tip Sheet and the four companion tip sheets introduces and provides an overview of the statement of special education, related services, supplementary aids and services, and program modifications that are part of the individualized education program (IEP). It also includes a brief summary of federal regulations and tips for implementation. The four companion tip sheets provide more information about each of the parts of the statement of services and aids that the IEP team may consider.
This course is intended to encourage reflection on the larger purpose of the Individuals with Disabilities Education Act (IDEA) and provide a brief introduction to the PROGRESS Center’s approach to promoting progress for students with disabilities by developing and implementing high-quality educational programming that meets procedural, substantive, and implementation requirements and ensures that students with disabilities have access to free appropriate public education in the least restrictive environment as outlined by IDEA.
How do we know where to start or where to focus when developing an individualized education program (IEP) for a student? The present level of academic achievement and functional performance (PLAAFP) statement provides the foundation of the IEP and guides the development of ambitious goals and the types of instruction and services that are provided as part of the high-quality educational programming. This webinar is intended for educators and educational leaders who are new to developing PLAAFP statements or as a review for veteran educators. In this webinar, Shaylyn Quinn and Dr.
Helping students to make progress sometimes means taking a risk. This story explains how veteran teacher, Martha Barker from Laramie School District #1 in Wyoming, took a risk to ask for and get the help she needed to make changes to ensure her students could make progress.
Are you new to special education? Do you have questions about the basics of the individualized education program (IEP)? In this webinar, Shaylyn Quinn and Dr. Tessie Bailey review the essential components of an IEP as outlined in the Individuals with Disabilities Education Act and discuss how the IEP can lay the foundation for promoting progress for students with disabilities. Presenters highlight legal requirements, share resources, and discuss considerations for the IEP in the context of COVID-19.
This video highlights high-leverage practice (HLP) 11 which focuses on identifying and prioritizing long- and short-term learning goals. This video includes two parts: Part 1 defines short- and long-term goals and provides a rationale for identifying and prioritizing learning goals for students with disabilities. Part 2 demonstrates how various individual student data sources, state standards, and the IEP can be used to identify essential areas of need and develop long- and short-term goals.
In this video, Stacy Hirt a 20-year veteran special educator shares tips for longevity in the field of special education. She highlights the importance of being clear, concise, and consistent, using documented data, being one step ahead of technology, remembering your personal and professional why, and remembering to laugh and embrace change.
While the Individuals with Disabilities Education Act (IDEA) allowed IEP teams to use “alternative means of meeting participation, such as video conferences and conference calls” (34 CFR §300.328) prior to COVID-19, the current context means that virtual meetings are a necessity for many IEP teams. In this webinar, Dr. Tessie Bailey (PROGRESS Center Director), Emily Surapaneni (Process Coordinator for Columbia Public Schools in Columbia, MO), and Dr.