This course provides an overview of the seven required components of the individualized education program (IEP) as outlined in the Individuals with Disabilities Education Act (IDEA). The course explains how the required components of an IEP are interconnected and critically important for developing high-quality educational programming for students with disabilities, provides tips for developing IEPs that promote progress, and shares resources to learn more. This course is part of a larger series on IEPs. Additional modules will be added over time.
Check out the trailer for the new Path to PROGRESS Podcast. This podcast features educators discussing hot topics in education, with a focus on supporting students with disabilities. Episodes will tackle questions from the field and share free resources that educators and leaders can use to develop and implement high-quality educational programs for students with disabilities. Episode 1 is out now!
In collaboration with the National Center on Intensive Intervention, the PROGRESS Center has launched a new learning module library that includes a collection of self-paced learning modules designed to support professional learning of pre-service and in-service educators and administrators through just in time, self-directed, self-paced learning.
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.
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 webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
Stay up to date about events, resources, and new website features and content from the PROGRESS Center and our partners by signing-up for our newsletter, following us on Twitter, and connecting with us on Facebook. Do you know others who would benefit from information from the PROGRESS Center? Let them know how to connect with us!
This course is intended to explain the Individuals with Disabilities Education Act (IDEA) requirements for measurable annual goals and the critical role of measurable annual goals in the development of a high-quality individualized education program (IEP). The course describes the three essential elements of a measurable annual goal, identifies tips for developing measurable annual goals that promote progress, and shares resources for learning more. This course is part of a larger series on IEPs. Additional modules will be added over time.