In this video, Cheney Jackson a special educator from Charlotte Mecklenburg Schools in North Carolina, describe how she works with her students by focusing on their assets. You will see how she includes her students in examining their data and setting ambitious goals.

While the Individuals with Disabilities Education Act (IDEA) allowed IEP teams to use “alternative means of meeting participation, such as video conferences and conference calls” (34 CFR §300.328) prior to COVID-19, the current context means that virtual meetings are a necessity for many IEP teams. In this webinar, Dr. Tessie Bailey (PROGRESS Center Director), Emily Surapaneni (Process Coordinator for Columbia Public Schools in Columbia, MO), and Dr.

This tip sheet provides information about dates, frequency, location, and duration of services. It includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.

This tip sheet provides information about participating in assessment and accommodations for assessments. It includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.

This tip sheet discusses measuring progress toward annual goals. It provides a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.

This tip sheet introduces information about developing measurable annual goals. It includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.

This tip sheet introduces the present levels of academic achievement and functional performance statement, or PLAAFP. It includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.

This series of tip sheets introduce key components of the individualized education program (IEP). They include brief summaries of federal regulations, tips for implementation, and resources. Check with your state for additional requirements.

By collaborating with her colleagues and carefully planning, Julie Saxe, a special educator from Yarmouth, Maine is able to facilitate her students’ participation in the first-grade spring concert. This is an event that some students might choose to avoid if they did not have the scaffolding in place to feel successful. Listen to Julie Saxe describe how she helps to provide “…the memories and positive experiences that school should be.”

What impact has school closure and disruption to instruction had on student learning? What data can be used to help plan instruction that will meet all student’s needs and support decision-making for system-wide changes? Educators, district leaders and State Education Agencies (SEAs) are asking these question as they prepare to re-open schools after closure due to COVID-19.