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.
This resource from the TIES Center highlights a process to help schools consider how IEP goals can be addressed in both school and home environments. The 5C Process is a five-step process focused on building continuity across lifelong learning priorities, the annual IEP goals, the inclusive environments (at school or at home), and instructional support for students with significant cognitive disabilities. The process outlines a plan for transitioning instruction between school and home during periods of distance learning.
This section from the Training Manual: Collaborative Problem Solving and Dispute Resolution in Special Education, focuses on communication skills which are essential for effective collaboration, including collaborating with parents and families within the development and implementation of high-quality educational programming. This section of the training manual covers types of communication, receiving information, sharing information, and barriers to effective communication.
A Tale of Two Conversations is a two-part video, originally developed by the Office for Dispute Resolution in Pennsylvania, showing actors playing a parent of a child with a disability and a school administrator. The meeting was requested by the parent and takes place in the administrator’s office. Take One shows the parent and administrator talking about the child’s special education program. They are talking, but not listening. Their communication is unproductive.
This brochure offers specific communication skills that may be helpful to parents as they develop and maintain partnerships with their child's school. This document was originally published in May 2004 and developed in partnership with the National Dissemination Center for Children with Disabilities (NICHCY). This resource is available in multiple languages
In this multi-part webinar from the Center for Appropriate Dispute Resolution in Special Education (CADRE) presenters Lorig Charkoudian, Ph.D. and Erricka Bridgeford of Community Mediation Maryland introduced participants to the concepts and strategies of Inclusive Listening, a system for listening and reflecting for mediation and facilitation. Inclusive Listening has been developed over the last 15 years by mediators and trainers in Maryland. Inclusive listening honors participants' experiences, supporting them to have the conversation in an authentic way.