This document is a mandated transition planning form used in Massachusetts to plan for students' transition from secondary to post-secondary education and adult living. It requires documenting the student's post-secondary vision, disability-related needs, and an action plan beginning at age 14. The form is to be maintained with the student's IEP and revisited annually. It includes sections for the student's post-secondary vision, disability-related skills requiring IEP goals, and an action plan outlining how the student will develop necessary skills through instruction, employment experiences, and community/adult living experiences to achieve their post-secondary vision.
The document provides an overview and agenda for a workshop on understanding the Individualized Education Program (IEP). It explains that the IEP is a written plan that ensures a child with disabilities' unique needs are addressed. The workshop will cover what an IEP is, why it's important, how it's developed, what information belongs in each section, what to do when receiving a proposed IEP, and options if there's disagreement. It also includes an overview of the special education process and the roles of different participants in developing the IEP.
The document discusses transition planning for students with disabilities. It outlines that transition planning aims to prepare students for further education, employment, and independent living after high school graduation. The transition planning process involves developing post-secondary goals and identifying the student's interests, needs, and vision for after graduation. Transition planning should begin by age 14 and involve the student, parents, and IEP team working together to develop goals and identify supports needed after high school.
The Milton Special Education Parent Advisory Council (Milton SEPAC) is a nonprofit organization run by parents in Milton, Massachusetts that is dedicated to supporting families with children who have special needs. The SEPAC aims to advise the school district, provide information to parents and educators, and promote inclusion of students with special needs. For the 2014-2015 school year, the SEPAC's goals are to strengthen its infrastructure, improve communication, increase membership, and increase its advocacy and advisory role with the school district on issues like the achievement gap in special education.
The document provides information about developing Individualized Education Programs (IEPs) for students with disabilities. It discusses that an IEP is a written plan that sets learning goals and establishes services to ensure a student's needs are addressed. An IEP is developed by a team that includes parents, teachers, and other specialists. They meet annually to discuss evaluations and observations of the student and develop the IEP. The IEP contains sections for concerns and strengths, present levels of performance, annual goals, and services to be provided. It aims to individualize education and ensure students receive accommodations and specially designed instruction.
This document discusses creating measurable goals for IEPs. It emphasizes that goals must be measurable and defined in a way that is specific to each student's unique needs. Progress on goals should be documented through data collected using tools tailored to each goal. Examples are provided of measurable goals and benchmarks for reading fluency and social skills, including how progress would be tracked over time. The use of specific, quantifiable criteria allows schools to determine if a student is making effective progress on their IEP goals.
This document discusses the importance of parent advocacy, especially for children with disabilities. It provides an overview of:
- The history of the parent advocacy movement and its role in establishing laws like IDEA that guarantee education rights.
- Research showing the benefits of family engagement in children's education and development.
- Specific advocacy skills parents can use to support their own children's needs and influence systems like schools and state agencies.
- Opportunities for parents to get involved through groups at the local, school and state level to advocate for issues important to families.
The document provides an overview and agenda for a workshop on understanding the Individualized Education Program (IEP). It explains that the IEP is a written plan that ensures a child with disabilities' unique needs are addressed. The workshop will cover what an IEP is, why it's important, how it's developed, what information belongs in each section, what to do when receiving a proposed IEP, and options if there's disagreement. It also includes an overview of the special education process and the roles of different participants in developing the IEP.
The document discusses transition planning for students with disabilities. It outlines that transition planning aims to prepare students for further education, employment, and independent living after high school graduation. The transition planning process involves developing post-secondary goals and identifying the student's interests, needs, and vision for after graduation. Transition planning should begin by age 14 and involve the student, parents, and IEP team working together to develop goals and identify supports needed after high school.
The Milton Special Education Parent Advisory Council (Milton SEPAC) is a nonprofit organization run by parents in Milton, Massachusetts that is dedicated to supporting families with children who have special needs. The SEPAC aims to advise the school district, provide information to parents and educators, and promote inclusion of students with special needs. For the 2014-2015 school year, the SEPAC's goals are to strengthen its infrastructure, improve communication, increase membership, and increase its advocacy and advisory role with the school district on issues like the achievement gap in special education.
The document provides information about developing Individualized Education Programs (IEPs) for students with disabilities. It discusses that an IEP is a written plan that sets learning goals and establishes services to ensure a student's needs are addressed. An IEP is developed by a team that includes parents, teachers, and other specialists. They meet annually to discuss evaluations and observations of the student and develop the IEP. The IEP contains sections for concerns and strengths, present levels of performance, annual goals, and services to be provided. It aims to individualize education and ensure students receive accommodations and specially designed instruction.
This document discusses creating measurable goals for IEPs. It emphasizes that goals must be measurable and defined in a way that is specific to each student's unique needs. Progress on goals should be documented through data collected using tools tailored to each goal. Examples are provided of measurable goals and benchmarks for reading fluency and social skills, including how progress would be tracked over time. The use of specific, quantifiable criteria allows schools to determine if a student is making effective progress on their IEP goals.
This document discusses the importance of parent advocacy, especially for children with disabilities. It provides an overview of:
- The history of the parent advocacy movement and its role in establishing laws like IDEA that guarantee education rights.
- Research showing the benefits of family engagement in children's education and development.
- Specific advocacy skills parents can use to support their own children's needs and influence systems like schools and state agencies.
- Opportunities for parents to get involved through groups at the local, school and state level to advocate for issues important to families.
Assessment description all special educators who teach secondary sodhi3
All special education teachers of secondary students will be required to create meaningful transition plans for each student as part of their IEP. Transition plans go beyond IEPs by including specific post-secondary goals and the services needed to support students in future education, employment, and community involvement. Being able to develop effective transition plans is a legal requirement for high school special education teachers under IDEA. Teachers must create a digital presentation for school staff explaining the components and legal requirements of transition planning, including an example plan and strategies for promoting successful student transitions. The presentation should include graphics, cite scholarly sources, and follow APA style guidelines.
School's Out Washington Common Core State Standards Presentation. English ver...Lynne Tucker, MPA
This document provides information about Common Core State Standards to families and communities. It discusses what Common Core is, why it was implemented, how learning and testing will be different, and how families can communicate about Common Core. Specifically, it notes that Common Core sets consistent learning expectations across states, focuses on deeper understanding and job skills, and that new exams aligned to higher standards will be administered in 2015.
College tuition is becoming increasingly expensive, making higher education less accessible. The average cost of a four-year private college is $26,273 per year, while public universities charge $7,020 for in-state students. With tuition and other costs like room and board rising $377-420 each year, the total price of college increases by $172-1,096 annually. Unless steps are taken to reduce costs, high tuition will negatively impact high school graduation rates and encourage more students to drop out as college becomes unaffordable.
Implications of the changes to the 14 19 curriculum mark westonFiona
The document discusses reforms to the UK education system for 14 to 19 year olds. Key reforms include raising the minimum school leaving age, introducing new diploma qualifications in 17 subjects at three levels, expanding apprenticeship opportunities, and developing functional skills in core subjects. The goals are to provide more flexibility and opportunities for students, better prepare them for employment or higher education, and develop skills like independent learning, teamwork, and problem solving.
This document proposes a First Year Experience program for Northern Virginia Community College. It identifies key issues with student retention based on an institutional research report, including communication of information to students, retention of Hispanic and Black students, programs to assist students with work/family obligations, financial barriers, lack of academic practices to promote retention, and importance of academic/social involvement. The proposal outlines components of an effective FYE program, including learning communities, workshops on academic success strategies, and extracurricular activities. It discusses the importance of faculty support and involvement for student success. Funding is proposed to allocate a portion of student activity fees to the FYE program based on the number of first-year students.
Planning and implementing of innovation in the new normalLermaEscalona
1. The Department of Education in the Philippines adopted a Basic Education Learning Continuity Plan for the 2020-2021 school year in response to COVID-19. This plan outlines opening and closing dates for classes, learning delivery options, and cancelling of in-person events.
2. The implementation of this plan at Cupang Elementary School is discussed, focusing on adapting education to the new normal without neglecting students' rights to learn.
3. It is important for the education sector to adapt to the new normal of the pandemic while still providing quality education for students.
Eleanor Schooling, Ofsted's National Director, Social Care made this presentation at National Children and Adult Services Conference in Manchester ,4 November 2016.
The document discusses the importance of after-school programs and expanded learning opportunities for supporting student success. It notes that high-quality after-school programs have been shown to improve student achievement, increase graduation rates, and help address issues of equity by combating summer learning loss for low-income youth. The document advocates for building partnerships across sectors to provide students with a continuum of learning and support outside of the traditional school day.
How can we support meaningful interactions in early childhood education and ...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
Across OECD countries, almost one in five students do not achieve basic skills and students from disadvantaged backgrounds are twice as likely to be low performers, leading to high dropout rates. Reducing school failure benefits both individuals and society. The highest performing education systems combine quality and equity. The document outlines policies to improve equity and support disadvantaged students and low performing schools.
This mid-session report from the Undergraduate Assembly provides updates on projects from the Fall 2020 semester and outlines ongoing and upcoming initiatives for the Spring 2021 semester. Key accomplishments from the fall include gaining additional mental health days off from classes, extending the unlimited pass/fail policy, and reclassifying the Economics major to qualify for STEM benefits. Ongoing projects focus on improving transparency and support for remote learning, increasing access to wellness resources, and addressing issues of equity and inclusion. The report is intended to promote accountability and welcome feedback from students.
S9 gathering evidence for education in emergencies and supportive policies nrcPorticus Vienna
This document discusses the need for more rigorous evidence in Education in Emergencies (EiE) and outlines the Norwegian Refugee Council's (NRC) approach to building evidence through monitoring and evaluation. The NRC uses a theory of change framework and macro-level logframes to design country strategies and monitor outcomes. A case study from NRC Lebanon shows how needs assessments, evaluations, and participatory methods are used to generate evidence and adjust programming. The document calls for increased partnerships between practitioners and academics to bridge the research-practice divide and influence policy and advocacy.
S2 education and youth programming in camps & host communities nrc jordanPorticus Vienna
The NRC Jordan provides targeted education and youth programming for Syrian refugees in camps and host communities. Around 90-100,000 Syrian children lack access to formal schooling in Jordan. The NRC implements alternative education programs, including 'catch-up' classes and remedial support to help children progress in school. For youth, the NRC offers vocational training programs to develop life skills and link youth to opportunities. Lessons learned include the need for more parental involvement, teacher capacity building, and integrating psychosocial support. The goal is for youth to actively participate in their communities by applying learned life skills through opportunities like volunteering.
The document proposes increasing Washington State's high school graduation requirements (CORE 24) to better prepare students for college, careers or apprenticeships. It would raise credit requirements in English, math, science and social studies while allowing flexibility. The changes aim to ensure students develop an education plan and have options after graduation for college, workforce or apprenticeships. Implementation requires legislative approval and funding.
Connecting student learning outcomes to skills that employers are seekingcrewcareercenter
This document discusses connecting student learning outcomes to skills employers seek. It provides background on Jefferson Community and Technical College's mission to support student achievement and workforce readiness. Statistics are presented on working students and adult learners. Suggestions are made for how faculty can help students make career connections, such as defining employability learning outcomes that demonstrate transferable skills developed in coursework. Examples of employability learning outcome statements are given.
This document discusses career and education opportunities in family and consumer sciences fields. It outlines approved high school courses, college programs, employment trends, and pathways for students. Key points include:
- Approved high school courses cover topics like early childhood education, nutrition, home management, and textiles.
- Several Georgia colleges offer programs in areas like child development, interior design, fashion, food and nutrition, education, and social work.
- The Georgia Department of Labor provides data on fast growing jobs, highest openings, and education requirements for occupations like teachers, food service workers, and social services.
- Suggested pathways for students incorporate foundational courses, specialty courses, and work-based learning opportunities.
The document discusses the Open High School Program (OHSP), an alternative secondary education program using distance learning that caters to learners unable to attend regular classes. The OHSP aims to provide educational opportunities to all elementary graduates and high school dropouts. It seeks to reduce dropout rates and increase participation and achievement through quality distance education. Learners must pass readiness and reading tests to enroll. The program is evaluated based on learner and teacher performance, and overall implementation is evaluated summatively. Learners advance based on fulfilling subject requirements and competency mastery levels.
Connecting student learning outcomes to skills that employerscrewcareercenter
This document discusses connecting student learning outcomes to skills that employers seek. It provides background on foundations of excellence in higher education and developing employability skills. Statistics are presented on the skills gap between classroom and workplace learning. The document also discusses employability learning outcomes and examples of how faculty can help students make connections between their coursework, current work, and future career pursuits.
Transition Training - Postsecondary GoalsJamie Thieman
The document discusses postsecondary goals (PSG) for students with disabilities as required by IDEA. It notes that PSG must be included in IEPs beginning at age 16 and address education/training, employment, and independent living skills. PSG provide direction for the IEP and answer questions about where students will live, work, and learn after high school. Schools are responsible for monitoring PSG progress and outcomes as measured by compliance Indicator 13 and post-school outcomes Indicator 14. The document reviews requirements for developing, monitoring, and updating PSG to ensure they lead to positive postsecondary outcomes.
Curriculum Exit-based Career Counselling Module for Senior High School StudentsIJSRED
The document summarizes a study that assessed students' awareness of the four Senior High School curriculum exits (higher education, middle-level skills development, entrepreneurship, and employment) and evaluated the implementation of career guidance services in schools. The study found that most students have a moderate awareness of the curriculum exits. It also found that school administrators, teachers, and students believe career guidance services like career information, education, counseling, employment counseling, and job placement are moderately implemented in schools. Finally, the researchers developed a career counseling module to help students learn more about their options after graduating from Senior High School.
Assessment description all special educators who teach secondary sodhi3
All special education teachers of secondary students will be required to create meaningful transition plans for each student as part of their IEP. Transition plans go beyond IEPs by including specific post-secondary goals and the services needed to support students in future education, employment, and community involvement. Being able to develop effective transition plans is a legal requirement for high school special education teachers under IDEA. Teachers must create a digital presentation for school staff explaining the components and legal requirements of transition planning, including an example plan and strategies for promoting successful student transitions. The presentation should include graphics, cite scholarly sources, and follow APA style guidelines.
School's Out Washington Common Core State Standards Presentation. English ver...Lynne Tucker, MPA
This document provides information about Common Core State Standards to families and communities. It discusses what Common Core is, why it was implemented, how learning and testing will be different, and how families can communicate about Common Core. Specifically, it notes that Common Core sets consistent learning expectations across states, focuses on deeper understanding and job skills, and that new exams aligned to higher standards will be administered in 2015.
College tuition is becoming increasingly expensive, making higher education less accessible. The average cost of a four-year private college is $26,273 per year, while public universities charge $7,020 for in-state students. With tuition and other costs like room and board rising $377-420 each year, the total price of college increases by $172-1,096 annually. Unless steps are taken to reduce costs, high tuition will negatively impact high school graduation rates and encourage more students to drop out as college becomes unaffordable.
Implications of the changes to the 14 19 curriculum mark westonFiona
The document discusses reforms to the UK education system for 14 to 19 year olds. Key reforms include raising the minimum school leaving age, introducing new diploma qualifications in 17 subjects at three levels, expanding apprenticeship opportunities, and developing functional skills in core subjects. The goals are to provide more flexibility and opportunities for students, better prepare them for employment or higher education, and develop skills like independent learning, teamwork, and problem solving.
This document proposes a First Year Experience program for Northern Virginia Community College. It identifies key issues with student retention based on an institutional research report, including communication of information to students, retention of Hispanic and Black students, programs to assist students with work/family obligations, financial barriers, lack of academic practices to promote retention, and importance of academic/social involvement. The proposal outlines components of an effective FYE program, including learning communities, workshops on academic success strategies, and extracurricular activities. It discusses the importance of faculty support and involvement for student success. Funding is proposed to allocate a portion of student activity fees to the FYE program based on the number of first-year students.
Planning and implementing of innovation in the new normalLermaEscalona
1. The Department of Education in the Philippines adopted a Basic Education Learning Continuity Plan for the 2020-2021 school year in response to COVID-19. This plan outlines opening and closing dates for classes, learning delivery options, and cancelling of in-person events.
2. The implementation of this plan at Cupang Elementary School is discussed, focusing on adapting education to the new normal without neglecting students' rights to learn.
3. It is important for the education sector to adapt to the new normal of the pandemic while still providing quality education for students.
Eleanor Schooling, Ofsted's National Director, Social Care made this presentation at National Children and Adult Services Conference in Manchester ,4 November 2016.
The document discusses the importance of after-school programs and expanded learning opportunities for supporting student success. It notes that high-quality after-school programs have been shown to improve student achievement, increase graduation rates, and help address issues of equity by combating summer learning loss for low-income youth. The document advocates for building partnerships across sectors to provide students with a continuum of learning and support outside of the traditional school day.
How can we support meaningful interactions in early childhood education and ...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
Across OECD countries, almost one in five students do not achieve basic skills and students from disadvantaged backgrounds are twice as likely to be low performers, leading to high dropout rates. Reducing school failure benefits both individuals and society. The highest performing education systems combine quality and equity. The document outlines policies to improve equity and support disadvantaged students and low performing schools.
This mid-session report from the Undergraduate Assembly provides updates on projects from the Fall 2020 semester and outlines ongoing and upcoming initiatives for the Spring 2021 semester. Key accomplishments from the fall include gaining additional mental health days off from classes, extending the unlimited pass/fail policy, and reclassifying the Economics major to qualify for STEM benefits. Ongoing projects focus on improving transparency and support for remote learning, increasing access to wellness resources, and addressing issues of equity and inclusion. The report is intended to promote accountability and welcome feedback from students.
S9 gathering evidence for education in emergencies and supportive policies nrcPorticus Vienna
This document discusses the need for more rigorous evidence in Education in Emergencies (EiE) and outlines the Norwegian Refugee Council's (NRC) approach to building evidence through monitoring and evaluation. The NRC uses a theory of change framework and macro-level logframes to design country strategies and monitor outcomes. A case study from NRC Lebanon shows how needs assessments, evaluations, and participatory methods are used to generate evidence and adjust programming. The document calls for increased partnerships between practitioners and academics to bridge the research-practice divide and influence policy and advocacy.
S2 education and youth programming in camps & host communities nrc jordanPorticus Vienna
The NRC Jordan provides targeted education and youth programming for Syrian refugees in camps and host communities. Around 90-100,000 Syrian children lack access to formal schooling in Jordan. The NRC implements alternative education programs, including 'catch-up' classes and remedial support to help children progress in school. For youth, the NRC offers vocational training programs to develop life skills and link youth to opportunities. Lessons learned include the need for more parental involvement, teacher capacity building, and integrating psychosocial support. The goal is for youth to actively participate in their communities by applying learned life skills through opportunities like volunteering.
The document proposes increasing Washington State's high school graduation requirements (CORE 24) to better prepare students for college, careers or apprenticeships. It would raise credit requirements in English, math, science and social studies while allowing flexibility. The changes aim to ensure students develop an education plan and have options after graduation for college, workforce or apprenticeships. Implementation requires legislative approval and funding.
Connecting student learning outcomes to skills that employers are seekingcrewcareercenter
This document discusses connecting student learning outcomes to skills employers seek. It provides background on Jefferson Community and Technical College's mission to support student achievement and workforce readiness. Statistics are presented on working students and adult learners. Suggestions are made for how faculty can help students make career connections, such as defining employability learning outcomes that demonstrate transferable skills developed in coursework. Examples of employability learning outcome statements are given.
This document discusses career and education opportunities in family and consumer sciences fields. It outlines approved high school courses, college programs, employment trends, and pathways for students. Key points include:
- Approved high school courses cover topics like early childhood education, nutrition, home management, and textiles.
- Several Georgia colleges offer programs in areas like child development, interior design, fashion, food and nutrition, education, and social work.
- The Georgia Department of Labor provides data on fast growing jobs, highest openings, and education requirements for occupations like teachers, food service workers, and social services.
- Suggested pathways for students incorporate foundational courses, specialty courses, and work-based learning opportunities.
The document discusses the Open High School Program (OHSP), an alternative secondary education program using distance learning that caters to learners unable to attend regular classes. The OHSP aims to provide educational opportunities to all elementary graduates and high school dropouts. It seeks to reduce dropout rates and increase participation and achievement through quality distance education. Learners must pass readiness and reading tests to enroll. The program is evaluated based on learner and teacher performance, and overall implementation is evaluated summatively. Learners advance based on fulfilling subject requirements and competency mastery levels.
Connecting student learning outcomes to skills that employerscrewcareercenter
This document discusses connecting student learning outcomes to skills that employers seek. It provides background on foundations of excellence in higher education and developing employability skills. Statistics are presented on the skills gap between classroom and workplace learning. The document also discusses employability learning outcomes and examples of how faculty can help students make connections between their coursework, current work, and future career pursuits.
Transition Training - Postsecondary GoalsJamie Thieman
The document discusses postsecondary goals (PSG) for students with disabilities as required by IDEA. It notes that PSG must be included in IEPs beginning at age 16 and address education/training, employment, and independent living skills. PSG provide direction for the IEP and answer questions about where students will live, work, and learn after high school. Schools are responsible for monitoring PSG progress and outcomes as measured by compliance Indicator 13 and post-school outcomes Indicator 14. The document reviews requirements for developing, monitoring, and updating PSG to ensure they lead to positive postsecondary outcomes.
Curriculum Exit-based Career Counselling Module for Senior High School StudentsIJSRED
The document summarizes a study that assessed students' awareness of the four Senior High School curriculum exits (higher education, middle-level skills development, entrepreneurship, and employment) and evaluated the implementation of career guidance services in schools. The study found that most students have a moderate awareness of the curriculum exits. It also found that school administrators, teachers, and students believe career guidance services like career information, education, counseling, employment counseling, and job placement are moderately implemented in schools. Finally, the researchers developed a career counseling module to help students learn more about their options after graduating from Senior High School.
This document outlines an evaluation plan for a Career and Professional Development course with the following key points:
1. The course aims to help students explore their skills, identify transferable skills, and learn job application techniques like resume writing.
2. The plan includes formal evaluations like competency lists, portfolios, mock interviews, and action plans, as well as informal mid-course feedback activities.
3. The evaluations are meant to help students become aware of their qualifications and market themselves effectively for employment.
1. Transition planning is a required part of the IEP process for students aged 14-22 to help prepare them for life after high school.
2. The transition plan should be based on the student's interests and vision and address postsecondary education, employment, and independent living skills.
3. Developing the plan involves assessing the student's skills, conducting family discussions, and having the student, parents, and school staff collaborate as a team.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)Student’s Name INDIVI.docxjaggernaoma
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
School Age
Student’s Name:
IEP Team Meeting Date (mm/dd/yy):
IEP Implementation Date (Projected Date when Services and Programs Will Begin):
Anticipated Duration of Services and Programs:
Date of Birth:
Age:
Grade:
Anticipated Year of Graduation:
Local Education Agency (LEA):
County of Residence:
Name and Address of Parent/Guardian/Surrogate:
Phone (Home):
Phone (Work):
Other Information:
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
Date of Revision(s)
Participants/Roles
IEP Section(s) Amended
IEP TEAM/SIGNATURES
The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special education teacher, and a representative from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not agreement.
Role
Printed Name
Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****
*
The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
**
If the student is, or may be, participating in the regular education environment
***
As determined by the LEA as needed for transition services and other community services
****
A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals with Disabilities Education Act, the age of majority is reached for students with disabilities when they reach 21 years of age.
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights, including the process for disagreeing with the IEP. The school has informed me whom I may contact if I need more information.
Signature of Parent/Guardian/Surrogate:
MEDICAL ASSISTANCE PROGRAM BILLING NOTICE
(Applicable only to parents who have consented to the release of billing information to Medical Assistance programs)
I understand that the school may charge the School-Based Access Program (“SBAP”)—or any program that replaces or supplements the SBAP—the cost of certain special education and related services described in my child’s IEP. To make these charges to the SBAP.
The document outlines the assessment methodology for internships that are mandatory for all students in Andhra Pradesh as part of the revised curriculum. It details the learning outcomes and evaluation process for three internships: 1) A community service project after the first year, 2) An apprenticeship/internship after the second year, and 3) A semester-long apprenticeship during the fifth/sixth semester. For each internship, students are evaluated based on a project log, implementation, report, and presentation. Marks are converted to letter grades that factor into students' GPAs. The final internship involves both internal and external assessment including employer feedback.
This document provides details of a 5-day Mid-Year In-Service Training program for teachers at Quirico G. Manzano Memorial National High School. The program aims to cover 7 domains of the Philippine Professional Standards for Teachers, with topics including the RPMS process, research and innovation, teaching strategies, technology in education, differentiated instruction, mental health issues, and financial literacy. The program will be delivered face-to-face and include presentations, activities, and assessments to evaluate teacher learning and develop outputs like lesson plans.
HEART is a public-private partnership that provides vocational construction training and education to youth through rehabilitating blighted properties in Dubuque. Students participate in academics at Four Oaks and work at construction sites, learning self-reliance, personal growth, and lifelong learning. Eligibility requires being 16 or older and receiving special education services. The HEART Bridge Program provides stipends to students who work hard and commit to at least one semester.
PAVE is an academic and vocational program through DCSD and NICC where core courses and vocational interests are taught at NICC. Students spend their entire day there with transportation provided. Eligibility requires being a junior or older, receiving special education services
This document contains an Individual Education Plan (IEP) for a student. It includes sections for student information, disability and additional needs, out-of-home care status, Aboriginal or Torres Strait Islander heritage, youth justice involvement, related plans, strengths and interests, long and short-term goals, teaching strategies and supports, and monitoring progress. The IEP aims to identify the student's needs, set goals to address those needs, and outline how the student will be supported to achieve their goals through teaching strategies and adjustments over the period covered by the plan.
This document outlines a teaching guide for a Home Economics curriculum on health care and support services. It includes 4 quarters of topics to be covered related to adolescent and young adult care. The first quarter focuses on personal entrepreneurial competencies, the environment and market, and basic concepts and principles of young adolescent care. Learners will assess their own PECs, formulate business ideas based on market analysis, and demonstrate their understanding of adolescent care practices.
Field Experience Guide Updated July 2022.pptxAndrewFowler65
The document provides guidelines for field experiences required by Ivy Tech Muncie/Henry County's education and special education degree programs. It outlines the purpose of field experiences, placement procedures, requirements, responsibilities, expectations for professionalism, additional policies, and course-specific requirements. Students must complete a minimum number of observation and participation hours at approved field sites, following all site rules and maintaining professional conduct. Placements may be terminated for issues like tardiness, lack of preparation, or inappropriate behavior.
Students transitioning from school to work need guidance on career options and support in obtaining employment. A proposed solution is for career advisors to develop a tailored program for senior high school students. This would include helping students identify their strengths and interests, providing information on different professions and pathways, and offering resume/interview preparation and work experience opportunities. Another idea is developing an app with information on professions, application processes, and support resources. A third proposal requires large organizations to provide and fund meaningful work experience programs for students each year to gain exposure to different careers.
The document outlines a curriculum for a Home Economics course on Beauty Care II. It covers several topics:
1. Personal Entrepreneurial Competencies (PECs), including analyzing one's characteristics, attributes, skills, and developing a plan of action based on strengths and areas for improvement.
2. Understanding the environment and market, including assessing consumer needs and wants, existing industries, and formulating a business idea.
3. Basic facial care techniques, including hygiene, the muscular system of the face, massage techniques, developing a project plan, and rendering basic facial care services.
The curriculum provides learning standards, essential understandings, tasks and assessments for students to demonstrate their knowledge of concepts
This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.
The structure and duration of Multidisciplinary UG and PG program under the N...PrincipalAISSMSIOIT
Implementation of NEP 2020: The structure and duration of Multidisciplinary UG and PG program under the NEP 2020:Qualification Type and Credit Requirements
Application for instructional initiatives 2011LynnHuck
This document provides guidelines and an application for instructional initiative grants from the Ritenour Pride & Promise Foundation. Applicants must submit a cover letter, completed application, and budget worksheet requesting up to $2,500. The application requires applicants to describe the project, its goals, implementation plan, evaluation method, timeline, and budget. If approved, grantees must submit receipts and a written report on project outcomes within 30 days of completion.
The document provides information about the student teaching application process at a College of Education. It explains that student teaching is the culminating experience in a teacher education program where students can apply what they've learned under the guidance of a mentor teacher. To be eligible for student teaching, students must meet GPA requirements, complete other coursework and exams, and submit a timely application. The application process involves stating placement preferences and completing all application components to ensure schools have necessary information to determine placements. Students should regularly check their email for updates and respond promptly to any requests from the Office of Field Experiences regarding their application.
The Special Education Student Information System Training Material. The Special Education Student Information System (SESIS). SESIS supports users in completing special education workflow processes from referral through IEP development.
The document outlines Kohala High School's three-year academic plan from 2017-2020. The plan aims to improve math and reading proficiency, support students' social-emotional growth, and strengthen parent/community engagement. It identifies subgroups like disadvantaged students, Hawaiian/Part Hawaiian students, and students with special needs that need support in areas like reading, math, writing, and character building. The plan details enabling activities aligned with standards-based instruction, differentiated learning, behavioral support, and extended learning opportunities to support all students and subgroups.
This document outlines the graduation project requirements for Peters Township High School beginning with the Class of 2013. It details the purpose and process of the career exploration project that students must complete, including required components like creating an electronic portfolio, setting career goals, exploring careers through surveys and interviews, developing a resume, attending a career fair, doing a classroom or service project related to career goals, and presenting their journey and portfolio to a panel. It provides assessment criteria, timelines, FAQs, and checklists to help students successfully complete the project, which is a requirement for graduation.
How to Create a Stage or a Pipeline in Odoo 17 CRMCeline George
Using CRM module, we can manage and keep track of all new leads and opportunities in one location. It helps to manage your sales pipeline with customizable stages. In this slide let’s discuss how to create a stage or pipeline inside the CRM module in odoo 17.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
How to Create User Notification in Odoo 17Celine George
This slide will represent how to create user notification in Odoo 17. Odoo allows us to create and send custom notifications on some events or actions. We have different types of notification such as sticky notification, rainbow man effect, alert and raise exception warning or validation.
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Transition Planning Form
1. Massachusetts Department of Elementary and Secondary Education, Transition Planning Form
Mandated Form 28M/9
TRANSITION PLANNING FORM (TPF)
Massachusetts requires that beginning when the eligible student is 14 for the IEP developed that year, the school district
must plan for the student’s need for transition services and the school district must document this discussion annually.
This form is to be maintained with the IEP and revisited each year.
POST-SECONDARY VISION
Write the student’s POST-SECONDARY VISION in the box below. In collaboration with the family, consider
the student’s preferences and interests, and the desired outcomes for post-secondary education/ training,
employment, and adult living. This section should correspond with the vision statement on IEP 1.
DISABILITY RELATED NEEDS
Write the skills (disability related) that require IEP goals and/or related services in the box below. Consider
all skills (disability related) necessary for the student to achieve his/her post-secondary vision.
Student: SASID: Age:
Date form completed:
Anticipated date of graduation: Current IEP dates from: _______ to: _______
Anticipated date of 688 referral, if applicable:
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2. Massachusetts Department of Elementary and Secondary Education, Transition Planning Form
Mandated Form 28M/9
Student: __________________ Date form completed: ___________________
ACTION PLAN
The ACTION PLAN should outline how the student can develop self-determination skills and be prepared both
academically and functionally to transition to post-school activities in order to achieve his/her post-secondary vision.
Indicate how Special Education/General Education, family members, adult service providers or others in the community
will help the student develop the necessary skills. Disability related needs must also be stated on page 1.
Develop the ACTION PLAN needed to achieve the POST-SECONDARY VISION by outlining the skills the student
needs to develop and the courses, training, and activities in which the student will participate. Include information on
who will help the student implement specific steps listed below in the Action Plan.
• Instruction: Is there a course of study or specific courses needed that will help the student reach his/her
post-secondary vision? Consider the learning opportunities or skills that the student may need. This could include
specific general education courses and/or special education instruction, career and technical education, and/or preparation
for post-secondary outcomes such as vocational training or community college.
• Employment: Are there employment opportunities and/or specific skills that will help the student reach
his/her post-secondary vision? Consider options such as part-time employment, supported job placement, service
learning projects, participation in work experience program, job shadowing, internships, practice in resume writing/
interviewing skills, the use of a one-stop resource center and job specific skills in areas such as customer service,
technology, etc.
• Community Experiences/ Post School Adult Living: Are there certain types of community and/or adult
living experiences that will help the student reach his/her post-secondary vision? Consider options such as
participation in community based experiences, learning how to independently access community resources, building social
relationships, managing money, understanding health care needs, utilizing transportation options and organizational skills.
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