“Parent Advocacy Network’s SPAN’S IEP Meeting Checklist for Parents provides an outline of how to prepare and what to expect at the IEP meeting. You may wish to review this checklist prior to starting your IEP meeting; you may wish to send a copy to your team prior to the meeting so they can use it to prepare. As you go through your IEP meeting, check to make sure that each of the issues on the checklist is addressed by your team. If it is not addressed, ask your team to discuss it.”
A short video from he National Center for Learning Disabilities: “Your child is now eligible for an IEP. Should you get involved in the process? Is it recommended that your child be a part of this process? Markay Winston, Ph.D., provides important insights into these two important questions. To learn more about IEPs, read our ‘What Is an IEP?’ article or download helpful resources, like our IEP checklist for parents.”
Watch this… Video: IEP Advice | Parent Involvement – NCLD.
Individualized Education Program teams are faced with a seemingly expanding task with the dual purposes of meeting the group-oriented, standards-referenced requirements (and, in most states the Common Core State Standards) while striving to provide an individualized education based on student needs. In this session, Dr. Shriner will discuss IEP decision making, with an emphasis on prioritizing annual, measurable goals and postsecondary goals that are linked to transition and present levels of academic and functional performance assessments. Dr. Rose will present strategies focused on social/emotional goal development, behavior intervention plans and the articulation of transition-specific experiences that support linkages across systems. Participate in this webinar to learn how to improve the transition programming at your school and to better meet the needs of youth with EBD.
Non-member – $114
Members – $89
Student Members – $69
Retired Members – $69
Participants will be able to:
– Describe a decision-making model that supports procedural and substantive components of development and implementation of standards-based IEPs under the Individuals with Disabilities Education Improvement Act;
– Identify strategies for linkages among Transition plans, Functional/Behavioral Assessment and Behavior Intervention Plans within the IEP;
– Describe – through a self-assessment – the strengths and areas of need of IEPs for which they are part of the team.
Jim Shriner is an associate professor of special education at the University of Illinois at Urbana-Champaign. His work includes research on the effects of both the ESEA and IDEA on the educational services provided to students with disabilities. He is Principal Investigator of an Institute of Education Sciences Goal 2 grant on implementing the Common Core State Standards and the development of web-based supports for IEP team decisions. Dr. Shriner currently serves as a member of the Expert Cadre Panel for the National Center of Educational Outcomes (NCEO) and is an advisor to the Student Assessment Divisions for the states of Illinois, South Carolina, South Dakota, and Texas.
Chad A. Rose is an assistant professor of special education in the Department of Language, Literacy and Special Populations at Sam Houston State University. His current research focuses on unique predictive and protective factors associated with students with disabilities within the bullying dynamic and on bully prevention efforts. Dr. Rose is also a research associate at the University of Southern California on a longitudinal study funded by the National Institute of Child Health and Human Development and designed to examine mental health and academic outcomes associated with electronic and direct victimization and racial discrimination. He also serves as the President for Texas CCBD, Vice President of Membership for Texas Association of College Teachers, and Secretary for Texas CLD.
This 3-part series will provide special education teachers, administrators, and transition specialists with information and practice tools to improve the transition from secondary schools for students with emotional/behavioral disorders (EBD). The emphasis will be on effective planning and assessments, including the development of transition plans, and on developing and implementing transition programs, with a description of a proven model, RENEW. Participate in this series to learn how to improve the transition programming at your school and to better meet the needs of these students.
Planning for Transition of Youth with EBD & Using Age-Appropriate Assessments: Thursday, Jan. 24, 4-5 p.m. ET.
IEP Development and Coordination with Transition Plans for Youth with EBD: Thursday, Feb. 14, 4-5 p.m. ET.
Developing and Implementing Effective Transition Programs for Youth with EBD: Thursday, Feb. 21, 4-5 p.m. ET.