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How to get started in IEP process for a child with no IEP.
Revised Annotated IEP April 2014 – This revised annotated form (with footer April 2014) clarifies state directives related to state assessment administration requirements and are reflected in Section IV, PARTICIPATION IN STATE AND LOCALASSESSMENTS, of the IEP. The changes to the IEP clarify the requirement of the Pennsylvania Keystone Exams to serve as the 11th grade Pennsylvania accountability measure for all students with IEPs, except those who are eligible to participate in the alternate assessment.
Printable list of more than 500 SDIs. This website page contains a list of more than 500 SDIs for your IEP. Specially designed instruction (SDI) means adapting, as appropriate, to the needs of an eligible child, the content, methodology, or delivery of instruction to address the unique needs of a child that results from the child's disability; and to ensure access of the child to the general curriculum, so that he or she can meet the educational standards adopted by the State .
On June 13, 2013, the U.S. Court of Appeals for the Ninth Circuit issued an important decision about parental participation at IEP meetings. Click here to read article.
Wondering what an Individualized Education Program looks like? Download a sample IEP to help you craft one for your child. The sample IEP was put together for an eight-year-old boy diagnosed with ADHD and specific learning challenges. Impulsive outbursts are also of concern. He is receiving individualized instruction to address deficits in reading and math, plus behavioral and social skills training.
Accommodations Guideline for the Keystone exams and PSSA. This manual addresses accommodations for students with IEPs, 504 plans, ESL plans, and test features available for all students. More detailed information for ELLs can be found in the Accommodations Guidelines for ELLs. This guide also addresses what options are available for all students; these are referred to as “test features”. A test feature can also be an accommodation if the student has demonstrated a need in order to participate in the test, and it is documented on the IEP or in the student’s record.
Writing IEP Goals. In a manner of speaking, annual goals are like a road map. Where’s the child heading this year? What will he or she work on, both academically and in terms of functional development? What does the IEP team feel the child can achieve by the end of the year–again, academically and functionally? A well-written goal should be (a) positive, and (b) describe a skill that can be seen and measured. This website provides help in understanding how to write effective IEP goals.
Assessment and Accommodations. Accommodations play an important role in educational settings, particularly for students whose disabilities interfere with performing learning tasks (such as reading a book, taking notes in class, or writing an essay) or testing tasks (such as getting through the items within the time limit or filling in the circles on a multiple-choice test). This website offers an in-depth look at assessment and accommodations.
IEP and 504 Comparison Chart. Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students with learning and attention issues. They’re similar in some ways but quite different in others. This website provide a side-by-side comparison to help you understand the differences.
IEP Acronyms. This website page offers 25 common IEP and special education acronyms parents should know. This website offers a tremendous amount of information.
INDIVIDUALIZED EDUCATION PROGRAM
Preparing for an IEP meeting. This website page offers tips for getting what your child needs. In includes information on how to prepare for an IEP meeting and what to do at the meeting.
SPEAC does not recommend or endorse the agencies or resources listed on the site. This is an informational site only. We encourage users to carefully review and evaluate all services and decide what is best to meet the needs of their families.
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