The Goals and Objectives section of the IEP is the”meat” of the IEP. Goals and objectives should be directly linked to the child’s educational needs. Special educators determine what a child’s education needs are through formal and informal assessments, through observations of the child’s behaviors and social interactions, through parent feedback, through work products the child creates and through evaluating the child’s level of success with different teaching interventions. The goals and objectives are the specific skills the child is going to learn during the course of the IEP, which is usually one year.
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Understanding the Importance of IEP Goals and Objectives | Special Education & IEP Advisor - 0 views
ABCs 123s and ESE IEPs - Webinar - May 21, 2013 - 0 views
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What:
This presentation will look at some common problems with IEPs for students with significant behavioral issues, focusing primarily on those individuals who are failing to make progress either because of their behaviors, their goals, or both. We will look at issues involved in choosing proper educational goals for individuals with few skills and multiple behavior problems.
When:
Tuesday, May 21, 2013
1:00 pm Mountain
or
Wednesday, May 22, 2013
3:00 pm Mountian
Cost:
Free of charge
Present Levels: The Foundation of the IEP by Pat Howey, Advocate - 0 views
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The concerns I hear from parents are mostly about placement, goals, and least restrictive environment (LRE). Yet, when I review a child's most recent Individualized Education Plan (IEP), there is little helpful information under the Present Levels of Academic Performance and Functional Performance section. The few lines that are written in the Present Levels are not helpful to the IEP Team. Often, I can find no relationship at all between the "present levels" and the "needs" and the "goals." Mark Kamleiter, Florida parent attorney (St. Petersburg) says that parents and advocates often focus only on the "last pages" of the IEP. That is what I see, too. Most of the IEPs I review have, at most, three to four lines of Present Levels. (Rarely, do they have Functional Performance levels). Remember, schools still tell parents, "We do not have to do that because it is not related to academics." Parents have to learn now to design accurate and up-to-date present levels. Advocates have to learn how to do this to and teach parents how to do this. It is one of the easiest things for parents to do because they know their child best. Until the Present Levels are accurate, parents will never be able to get the program, placement, or education their child needs.
Considering Assistive Technology in the IEP - Webinar - April 26, 2012 - 0 views
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This webinar will address the basics when considering assistive technology (AT) into the Individual Education Plan (IEP) for students who are eligible for special education services in the public school setting. In this presentation, we will discuss the foundations of AT consideration and provide you with a process that can be used to consider whether or not a student with disabilities requires AT devices and services to receive a free, appropriate public education as required by law during the development of the student's Individualized Educational Program (IEP). We will closely look at four major steps in the process: Review present levels of performance and evaluation data; Develop goals and objectives; determine if any tasks are difficult or impossible for the student; and decide whether or not AT devices and services are required and document decisions. When:
Thursday, April 26, 2012
1:30 p.m. - 2:30 p.m. Mountain
Individualized Education Programs: Legal Requirements and Research Findings - National ... - 0 views
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The individual education program (IEP) is of critical importance to educators, parents, and students. Through the IEP process school-based teams (a) assess the educational needs of a student, (b) develop meaningful and measurable goals that direct the student’s program, (c) develop and implement a program of special education and related services, and (d) monitor the student’s progress toward his or her goals. Our purpose in this article is to review the legal requirements in developing, implementing, and evaluating the IEP; examine the research that has been conducted on IEPs; and discuss the implications of the law and research for school-based teams in developing IEPs.
IEP Compliance and Best Practices for Secondary Transition - Billings, MT - Dec 1, 2012 - 0 views
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What:
Come and join us in this interactive training which will include:
Representatives from Montana's Office of Public Instruction, Special Education Division, detailing transition activities as required by law. A case study presentation by Libby Johnson, illustrating best practices in developing an effective transition plan. Facilitated transition planning with Margaret Tryon, Dale Anderson, and Libby Johnson. This session is for teams that have been identified by the Region III Cooperative Directors. The selected teams will bring current IEPs and work with the facilitators to brain storm possible goals and activities that are individualized, meet transition requirements, and are considered best practice.
When/Where:
December 1, 2012
MSU Billings Campus
College Of Ed Bldg Rm 122
Billings, MT
Contact:
Contact Debra Miller
657-2072
dmiller@msubillings.edu
Education Week: Common Core's Promise Collides With IEP Realities - 0 views
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the promise of the Common Core State Standards now being implemented by all but four states is colliding with the reality that teachers are struggling to encapsulate actionable goals in an IEP. "I think the bigger issue is we struggle with access to the general ed curriculum, period," said Carol Kosnitsky, a former special education director in New Hampshire who now travels to school districts around the country to provide professional development in the common core and IEPs. "People aren't coming in confident that they know how to do this, so now it's just another layer on top of not-well-defined practice."
How Can I Develop SMART IEP Goals for Behavior Problems? - 0 views
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In a nutshell, my son is 7 years old, going into 2nd grade next year. He is diagnosed with Asperger Syndrome, High Functioning Autism, Oppositional Defiant Disorder, ADHD, and Anxiety Separation Disorder. He has been receiving Special Education Services since age four. His strengths are in Fluency/Comprehension and Spelling. His weaknesses are in the Personal & Social Development area. His placement is in a self-contained/ small class setting for Language Arts Literacy and Mathematics and in mainstream classes with adult support for all other subjects. I want to learn to create SMART IEP goals for his areas of weakness. I am having a hard time figuring out how to make to make behavior goals SMART – specific, measurable, use action words, realistic, and time-limited. I appreciate suggestions or examples.
Writing IEP Goals by Ruth Heitin, Ph.D., Independent Educational Consultant - Wrightslaw - 0 views
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Creating an IEP with a team of people who are all there to design a good educational program for one unique child can be a pleasure. It can also be very productive. When the whole team has the same level of understanding about IEPs, it is even better. Sounds like crazy talk? Just ask those who have seen it happen. The big winner here is the child.
Student Accommodations: The Role of Parents and Advocates - Webinar - March 14, 2012 - 0 views
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Click here to register for this webinar What: This webinar addresses the frequently confusing topic of student accommodations. Specifically, the presentation reveals how ambiguous accommodations can be - and how to select appropriate accommodations for each individual. The goal of this webinar is to present a model that can be used collaboratively by advocates, parents, students, and teachers to identify unambiguous accommodations. Webinar participants will: Learn the legal bases for accommodations and their purpose. Explore examples of ambiguous accommodations, which might actually hinder, rather than support the individual. Apply the research-based Explicit Accommodations Model to select appropriate accommodations that are clear to all. Learn strategies to enhance clarity when reviewing accommodations during IEP meetings. In preparation for the webinar, participants are requested to consider the commonly used accommodation "preferential seating." If you chose this for a student's IEP, exactly where should next year's teacher seat this child? Time is provided for questions from participants. When: Wednesday, March 14, 2012 12:00pm - 1:30pm Mountain
Got Transition Radio- Episode 6: Let's Talk About Transition and School: Health & the I... - 0 views
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Register here!What:Got Transition recognizes that health care transition often begins at home with preparation and planning- but where else do young people spend most of their time? School! Tune into this first episode of a series related to how healthcare transition might be addressed in the school setting. In this episode, Eileen and Mallory will discuss the Individual Education Plan (IEP) process as a key element in transition, keeping it student centered, and real ways to incorporate goals related to health!When:Wednesday, February 22, 20121:00 PM - 1:30 PM MDTContact:Got Transition?Phone: 603-228-8811
Schools Must Do More to Involve Parents, Students in IEP Process - On Special Education... - 0 views
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Parents and students with disabilities aren't as involved in the process of mapping out their goals with schools as much as they should be, although federal law intends for parents and school staff to work together on these plans, a new study finds. The study, published this month online in the Journal of Disability Policy Studies, found that participation in IEP (Individualized Education Program) meetings varied based on the type of disability a student has, their family income, and their racial or ethnic background. Parents of students who had demonstrated "challenging" behavior at school, or who had poor social skills, reported they found meetings about their IEPs or transition from high school to college or work less than satisfactory, the authors found.
Who is Responsible for Providing a Free Appropriate Public Education? How to Document Y... - 0 views
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"My daughter has made little or no progress after years of special education. Her IEPs contain vague subjective goals and objectives. If our case goes to due process, is the school liable for not providing an appropriate education? Or, is this the responsibility of the parent who signed the IEP?"
The Road to Special Education Eligibility - 0 views
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A parent must request, in writing, that their child be assessed by their school district. Assessment areas include social/emotional, academic, occupational, recreational and physical therapy, speech and language, physical education, vision, and hearing. Assessments are determined by the unique needs of each child. The district must provide an assessment plan within 15 days of this request. The district has 60 days from receipt of the signed assessment plan to conduct the assessments and hold a meeting. After the district has completed its assessments, and if a child qualifies, an Individual Education Plan is developed at a meeting with the district assessors and parents. The types of areas discussed at an IEP meeting include results from the assessments, eligibility, goals, related services and placement.
How Can I Develop SMART IEP Goals for Behavior Problems? - 0 views
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The process is the same for any goal - academic or behavioral. You need to clearly define the target behavior. (Note: the behavior should be described in nonjudgmental terms.) The school needs to gather baseline data on the behavior for the Present Levels of Performance before developing specific measurable goals.
Securing Quality Related Services: Strategies for Effective Advocacy - Webinar - Oct. 2... - 0 views
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COPAA is offering five webinars as part of this summer series. You are welcome to register for individual sessions or for the entire series of sessions. More information: Summer series - Fall series What:
§300.320(a)(4) stipulates that each child's IEP must contain special education, related services, and supplementary aids in order to assist the child to advance toward attaining his/her annual goals, as well as to be involved in and make progress in the general education curriculum and other nonacademic activities in the Least Restrictive Environment. This presentation will explore a range of tips and strategies geared toward securing a quality, objectively measurable, research-based program of intervention for a student with disabilities.
When:
Tuesday, October 22, 2013
12:00 pm - 1:30 pm Mountain
Cost:
$79.00 per session or
$275.00 for the fall series (all 5 sessions)
$599.00 Annual Webinar Subscription: Includes ALL Live and Archived Sessions
(Member discounts available)
Strengthening the Circle: Including Native American Children and Young Adults with Disa... - 1 views
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Click here to learn more about this conference What:
Each year the National Native American Parent Center presents an annual conference for Native American family members, tribal leaders, health professionals, mental health professionals, tribal, public school professionals, and others who are interested in ensuring the special education needs for Native American students who are ages 0 - 26.
Workshops focus on strategies and methods to increase outcomes for Native American students with disabilities, and increase parent involvement in the special education process. We offer information on best practices working with Native American students with disabilities to produce successful educational outcomes. This conference will provide information on: successful strategies that promote collaborative relationships between tribes, schools, and families; successful methods in positive behavioral interventions, the latest research and data on effective classroom practices and strategies for Native American students.
Conference Goals: Families will gain skills to increase their ability to advocate for their child in the special education process. Families will learn stress reduction techniques. Professionals and parents will gain knowledge about: Individuals with Disabilities Education Act (IDEA) Tips for participation in the IEP & IFSP process Positive Behavioral interventions Parent leadership skills Successful strategies for improved educational outcomes for children with disabilities When/Where:
January 29-30, 2013
Sheraton Portland Airport Hotel
8235 Northeast Airport Way
Portland, Oregon
Special Education AT Applications and assessment for disabilities, Autism - Webinar - S... - 0 views
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What:
The webinar will cover the background and problem identification related to the individual, the environment and the technology. The Child's abilities and needs will be thoroughly presented and clearly linked to impairment, functional goal/IEP and environment. A feature match will provide evidence that several options are considered. Selected technologies will be listed with justification as to why the technology is best for the student. Documentation will be provided to describe optimization for the devices and training for child and support team. Future needs will also be addressed for follow-up and future anticipated needs will be listed.
When:
Friday, September 27, 2013
1:00 pm - 2:00 pm Mountain
Cost:
$28 RESNA Members, $40 Non-Members
Special Education AT Applications and assessment for disabilities, Neurological Disorde... - 0 views
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Register for this event
What:
The webinar will cover the background and problem identification related to the individual, the environment and the technology. The Child's abilities and needs will be thoroughly presented and clearly linked to impairment, functional goal/IEP and environment. A feature match will provide evidence that several options are considered. Selected technologies will be listed with justification as to why the technology is best for the patient. Documentation will be provided to describe optimization for the devices and training for child and support team. Future needs will also be addressed for follow-up and future anticipated needs will be listed.
When:
Monday, November 11, 2013
1:00 pm - 2:00 pm Mountain
Cost:
$28.00 RESNA Members, $40.00 Non-Members
What:
This webinar series will explore: Basics of IDEA 2004 specifically related to IEPs Evaluation/Consent for Services Eligibility Communication IEP Team members SMART goals Accommodations and modifications Implementation Progress Monitoring Resolutions Under IDEA When:
Tuesday, February 26, 2013
6:00 pm - 7:00 pm Mountain
(Preparing for the IEP)
Tuesday, March 5, 2013
6:00 pm - 7:00 pm Mountain
(Content of the IEP)
Tuesday, March 12, 2013
6:00 pm - 7:00 pm Mountain
(Implementation and follow up of the IEP) Cost:
Free of charge