This training will assist participants with preparing to prepare for the IEP meeting, including identifying pre-meeting steps to support an effective and collaborative IEP meeting. Participants will leave with 21 best practices that support successful IEP meetings.
This training is designed to teach IEP team members the best practices for taking IEP notes. Information presented will include what should and should not be stated in the IEP notes, best practices for IEP note-taking, and how to handle disagreements over IEP notes.
When an Individual Transition Plan (ITP) is included in an IEP, it largely drives the rest of the IEP. This training will prepare attendees to develop legally compliant and student-centered ITPs. Examples and suggestions for developing legally defensible ITPs will be provided.
The Educational Setting section first and foremost documents a student’s recommended placement and considers where the IEP goals and services can best be delivered. This training will cover documenting the placement, percentage in/out of general education and related statements, promotion criteria, and transition activities. Participants will learn/expand their ability to develop legally defensible statements and transition activities.
This training will cover how to properly document the services and supports as a part of the offer of Free Appropriate Public Education (FAPE), also known as prescribed services. The California Department of Education has termed “Prescribed Services” consisting of two main parts: 1) the Supports section, which documents Program Accommodations/Program Modifications/Other Supports for School Personnel, or Student, or on behalf of Student; and 2) the Services section, which documents one or more services that the district has offered to provide the Student.
The Individuals with Disabilities Education Act (IDEA) requires each IEP to include a statement of measurable annual goals designed to meet the child’s disability-related needs. Participants will learn/expand their ability to develop skills in developing goals that are meaningful, measurable, and designed to support progress toward mastery of skills in identified deficit areas.
The Individuals with Disabilities Education Act (IDEA) lists five special factors the IEP team must consider in developing, reviewing, and revising each child’s IEP. This training will cover the importance of these special factors in the education of children with disabilities and the need for individualized consideration of these factors in IEP development and revision.
As a result of SB 98, a required element of the Individual Education Plan (IEP), all students must have an Emergency Learning Plan in their IEP. More specifically, all IEPs must include a description of how the IEP will be provided under emergency conditions (flood, earthquake, fire, pandemic) when instruction cannot be provided in person to the pupil for more than 10 consecutive school days. Participants will learn/expand their ability to develop a legally defensible Emergency Learning Plan.