PROGRESS Center Director Dr. Tessie Rose Bailey was recently featured in an Education Week article, Virtual IEP Meetings: A 6-Step Guide for Parents and Teachers. In the article she discusses the recently released series of tools developed in collaboration with five other OSEP TA Centers including the Center for Parent Information & Resources, National Center for Systemic Improvement, CADRE, Family Network on Disabilities, and WI FACETS.
This sample Virtual IEP agenda template and English and Spanish infographics are designed to support teams in conducting efficient IEP meetings. Although the resources are designed for a 60-minute meeting, teams can modify the word version to meet the team’s needs, meeting schedule, and teaming structure. The resources include suggested agenda items and times, sample meeting roles (e.g., timekeeper, facilitator), and possible meeting norms. To help facilitate revisions, a word version of the agenda is provided below.
This resource was developed through a collaboration between multiple OSEP funded centers in response to requests from state and local educational agencies and parents about how to hold and participate in virtual individualized education program (IEP) meetings. The resource includes technology tips, tips for hosting virtual meetings, and tips for participating in virtual IEP meetings. Additional infographics are available for participating in virtual meetings in English and Spanish.
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.
This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
On May 8, 2019, PROGRESS Center Advisors Drs. Mitch Yell, David Bateman and leaders Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education.
In this video, Drs. Mitch Yell and Tessie Bailey share information about the 2017 Endrew F. v. Douglas County School District decision by the U.S. Supreme Court. They highlight implications for writing a student's IEP and discuss the importance of setting ambitious IEP goals to ensure that students make progress considering their individual circumstances.
The Working Together Series from CADRE includes five interactive self-directed courses that provide families and educators with strategies for working together and through conflict. Anyone supporting children or youth with disabilities may benefit from this series, however; the setting in which collaborative problem solving and conflict resolution takes place within this series is typically the school or IEP meeting. Facilitation materials are also available.
This module from the IRIS Center defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).
The Transition Coalition online modules are developed using up-to-date research, effective practices in professional development, and materials and resources for implementation. They are for anyone involved in transition planning and can be used as self-paced modules or facilitated using a series of module study guides. The modules cover best practices in planning for transition, transition assessment, working with families, enhancing employment outcomes and more.