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.
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.
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.