- Administrative, burden, IDEA, paperwork, special ed paperwork, tasks [Interactive]Administrative Tasks Under IDEAWho Manages the Administrative Burden in Special Education? The U.S. Government Accountability Office (GAO) polled administrators and special educators from 37 states to identify administrative tasks under IDEA that each group found to be particularly burdensome.Continue Reading
- [Guide]Checklist to Elevate Each IEPOur IEP Checklist outlines best practices and how they help ensure FAPE is provided for each student.Get the Checklist
- [Webinar]Core Concepts of Section 504This webinar reviews how the Americans with Disabilities Act tracks Section 504 — and show how important cases and events have influenced this legislation over time. View Webinar
[Report]
Crossing the Line | Part 1: Perceptions of Special Education Classification
The U.S. education system has long been concerned with equity, but the recent Every Student Succeeds Act catapulted the issue to the forefront with specific reporting rules that require education agencies at every level to collect and use data to do more. As equity takes a front line position in ESSA, special education becomes especially important from a measurement and reporting perspective.
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[Report]
Crossing the Line | Part 2: Perceptions of Special Education Policy and Resources
The goal of this research series is to provoke questions and provide actionable insights that encourage discussion about how states and local school districts equitably address the needs of students with disabilities. In the first brief, we investigated special education classification rates across the nation. In this second brief, we take a closer look at educators’ perceptions of how and why policy and resources contribute to over- and under-classification of special education students and explore how to identify and address barriers to special education equity.
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[Report]
Crossing the Line | Part 3: Perceptions of District Supports, Services and Professional Development in Special Education
This brief, the third in our series, further investigates contributing factors of over-and under-classification of special education students. The key finding of this investigation is that educators in different roles view discrepancies in classification rates differently. Common ground exists within same roles across the highest and lowest classifications states.
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- district data, End-of-year data, special ed data [Interactive]End-of-Year Special Education Data as a Planning ToolHow does your approach to end-of-year data compare to that of other districts and schools? Take our quick poll and find out.Continue Reading
- best practices, IEP, IEP goals [Guide]IEP Goals and Best PracticesDownload our free guide to learn best practices and frequently asked questions about goals and objectives for Individualized Education Programs.Continue Reading
- best practices, IEP, IEP goals, IEPs and State Standards [Interactive]IEPs and State StandardsHow well-versed are you in developing IEPs that are aligned to state content standards? Take our quiz and find out.Continue Reading
- FAPE, IEP laws, IEPs, legal [Webinar]Legally Defensible IEPs Following the Landmark Supreme Court Ruling on Providing FAPEThis webinar looks at how the definition of a free and appropriate public education (FAPE) changed following the Supreme Court ruling of Endrew F v. Douglas City School District.Watch Now
- [Blog Post]Section 504: A Brief HistoryA refresher for educators and administrators working with 504-eligible students. Based on the John B. Comegno Core Concepts of Section 504 Webinar Series for Frontline Education.Read More
- IEP Data, SET, SETs, Special Education Paperwork, Special Education Teachers [Report]Special Education Paperwork: How Much Time Does It Really Take?It's no surprise that special education teachers (SETs) are faced with a lot of paperwork. What is surprising are the latest statistics on exactly how much time it takes to manage all of it.Download the Report
- [Podcast]Special Education Teacher ShortageSpecial education in the U.S. is experiencing a severe teacher shortage. It’s serious enough that some districts and schools are looking outside of the U.S. to recruit specialized teacher candidates.Read More
- [Interactive]Test Your Section 504 KnowledgeDue to a lack of detailed federal and state guidelines, compliance with Section 504 can be challenging. Answer these five questions to test your foundation of 504 knowledge. Take the Quiz
- courses, Curriculum Standards, High quality IEPs, IEP Writing, Measurable Annual Goals, Progress Monitoring and Reporting, Special Education Administrators, strategies [Video]Writing High Quality IEPsGet access to our free 8-part series on writing high quality IEPs packed with over 4 ½ hours of big ideas, strategies, tips, examples and resources.Get the Courses
- end-of-year data review, process, Special education data [eBook]Writing IEPs Aligned to State StandardsGet a closer look: The unique relationship between standards and IEPs, Legal requirements to write IEPs aligned to standards, How standards affect the way IEP goals are written, How IEP goals relate to a student’s grade placement levelDownload the eBook
FAQs
Can a student with an IEP be retained? ›
Yes, students with disabilities may be retained; however, careful consideration in the development, implementation, and revision of the student's individualized education program (IEP) should prevent student failure in most cases.
How do I keep data for IEP? ›- Create a checklist. ...
- Use Google Forms. ...
- Make visual cards to track every IEP goal. ...
- Keep track of students on a service log. ...
- Create an IEP binder for each student to keep all of your data organized in one place. ...
- Graph all of your IEP data.
IEP – Individualized Education Program – The IEP describes the plan for the student's educational program, including current performance levels, student goals, and the educational placement and other services the student will receive.
What does resource mean on an IEP? ›Published: Mar. 8, 2022Updated: Mar. 17, 2022. Whenever the student's percentage of time in general education is 51% or more, they're considered a resource student, which means for a percentage of their day, they are pulled out to work in a small group setting with a credentialed special ed teacher in a separate room.
What if my child has an IEP but is still failing? ›Schedule a time to talk with your child's teacher or IEP case manager. Or send an email outlining what you're worried about. They may have some insights and stories about what's happening in the classroom. Or perhaps they can show you work samples that will put you at ease.
Can a student with ADHD have an IEP? ›Children with disabilities -- including ADHD, autism, and physical disabilities -- can get an IEP if there's evidence the condition affects their ability to succeed in school. An IEP can include either accommodations or modifications.
What is the IEP cheat sheet? ›Created by. Special Things from a Special Educator. *For handwriting only* Individual Education Plan ( IEP ) Snapshot or cheat sheet for a quick glance of the information of a Special Education student. Provides dates of IEP , program(s), goal information, accommodations, and space for notes.
Is an IEP confidential? ›Your child's records are still confidential
In fact, the federal Family Educational Rights and Privacy Act (FERPA) protects your students' privacy and records, including the IEP.
Effective IEP goals are strengths-based and SMART: specific, measurable, attainable, results-oriented, and time-bound. You can track your child's progress toward IEP goals throughout the year to stay informed.
What is the most important section of an IEP? ›Even though IEPs are so necessary, not all IEPs are quality IEPs. An essential section of your child's IEP is the present level of performance of academic achievement and functional performance. IDEA requires that every IEP have a present level or “PLOP” for short.
What are the three legal concepts of an IEP? ›
Three key legal concepts related to an Individualized Education Program (IEP) are: Free and Appropriate Public Education (FAPE) Least Restrictive Environment (LRE) Procedural Safeguard.
What will replace the IEP? ›Individual Development Plans (IDPs) will replace statements of special needs and Individual Education Plans (IEPs) and these will now support the child / young person from 0 to 25 years old, if required. These outline how the school / college can help the child / young person with their learning and progress.
What are 4 common special conditions that are IEP accommodated for in the regular classroom? ›| Disability Category | Barrier |
|---|---|
| Visual disability | Reading printed text |
| Specific learning disability | Decoding text |
| ADHD | Remaining focused |
| Orthopedic impairment | Writing out responses (due to inability to hold a pencil) |
It should provide comfortable seating, a variety of books, and a quiet, secluded atmosphere. Here students write independently and collaboratively. The area should contain comfortable space for writing and a variety of supplies.
Can you hold back a kid with an IEP? ›Can a student with an IEP be held back? The short answer is yes. An IEP does not guarantee that a child will not fail a grade. Nor is there any wording in IDEA that prohibits a school from failing a child because they have an IEP.
Who decides if a student gets held back? ›Your child's classroom teacher will often be responsible for deciding if your child should be held back. And even if the school district has another procedure in place, the classroom teacher's input will strongly influence the decision-making process.
Can a parent choose to retain their child in school? ›Yes, a parent can decide to hold their child back a grade, but it's important to discuss this choice with teachers and school staff as they provide valuable insights into the child's progress.
Should struggling children with special needs repeat a grade? ›Children who have learning or other disabilities need to be taught differently and a year of “repeating” the same method of instruction will not address the underlying challenges. Repeating a grade isn't going to improve paying attention in a child with ADHD, which is a neurological disability, not a maturity issue.