Did you know that the IEP must include a statement that includes special education and related services, supplementary aids and services, and program modifications and supports? In this webinar, Steven Prater, a PROGRESS Center special education expert, reviewed the IDEA requirements for developing a comprehensive and understandable statement that promotes progress for students with disabilities and provides access to a free appropriate public education and a panel shared tips and considerations for developing the statement.
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.
Episode 1 of the Path to PROGRESS Podcast is now out! 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. The first episode, A Focus on Instructional Planning, features three of the PROGRESS Center's Educators in Residence.
Andrea Boykin, PhD, a manager of assistive technology (AT) for the District of Columbia Public Schools (DCPS), explains the process for identifying the proper assistive technology for students. She sees progress in finding just the right AT needed for a student’s successful access to curriculum and communication. As a former special education teacher and researcher in the field of AT, she uses her experience to develop policies and procedures for AT. She also supports the decision-making process and implementation of AT tools across the district.
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.
Once an IEP team has outlined the measurable annual goals for a child’s IEP, members must describe how the child’s progress toward meeting those goals will be measured and shared with parents.