Ever wonder if there was a regulation about…?
These brief videos illustrate essential aspects of IEP and 504 topics, providing concise and informative overviews of common issues in school meetings. When relevant, each video includes a reference to the corresponding federal code, offering a convenient resource for citing "the law" during school meetings.
So just what does "good enough" mean? This is what we too often hear when we know our child is still having difficulty doing "good enough" i.e. Cs. What does IDEA say about children who are passing from grade to grade, but may still have a disability? Watch this short video to find out.
This video provides viewers with examples of the Individuals with Disabilities Education Act (IDEA) provisions that fall under the 6 PRINCIPLES OF IDEA. These principles are the basis for the over 250 regulations of IDEA and are presented in a brief set of easy to understand explanations of the purposes of IDEA.
The video briefly describes key components of both Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP)? It also notes how parents are essential to both, references how a BIP may be part of a disciplinary action and what a BIP is not.
This short video highlights 1) the purpose of accommodations, 2) key features to keep in mind when selecting accommodations as well as 3) one major caution to consider when choosing accommodations.
Test and evaluation reports, whether school or private, often say the child tested in the AVERAGE range, or scored as “AVERAGE.” These are meaningless descriptors. Average is actually a range of scores. Watch and learn why you will need to ask for the actual test score and not settle for the word “average.”
There is a large difference among screenings, assessments and evaluations. There are equally differences in what you can do with the information. Warnings of using screening instruments are presented as well as how and when to use assessments and evaluations and to know the differences. For example, screening instruments are NOT to be used in determining eligibility for special education. Know the differences.
Parents have the right to a copy of the school evaluation (psycho educational) and they may received it before the meeting where the evaluation is discussed. There is, however, one important caveat to obtaining the evaluation.
The time to be concerned about IEP Progress Reports is when developing what they will look like and how often they will be shared WHEN DEVELOPING THE IEP. Or, you are likely to hear the words "You child did not meet the goals." This after you received progress reports that said "making progress" or "on target"--both meaningless and lacking measurements of progress. But what to do? Watch this video.
School reports (aka evaluations) are fraught with confusing words and baffling test scores. Watch this video to see what problems these reports often present. Knowing what these are helps you be prepared to ask the right questions at the school meeting.
It's true. All of your child's teachers and all other service providers are to have access to the IEP. And are to know what they are responsible for providing. So, the words "I did not know" are not acceptable.
A short video to highlight common problems that occur when developing 504 plans. Knowing these will help in developing meaningful 504 Plans.
This video explains the Least Restrictive Environment (LRE) and determining the appropriate setting in the LRE for meeting the child's individual needs.
Students with ADHD may qualify to have their needs met with either an IEP or a 504 Plan. How do you know which? Well, it depends, but this video may help make that decision.
Viewers will get a quick overview of what an Independent Educational Evaluation or IEE is, when it can be requested, and likely responses by a school district if an IEE is requested.
Knowing the differences is important, For example, screenings are NOT to, alone, make a determination of eligibility, but may be used by school personnel. Knowing when this is so is important.
These are just a few things you might hear in IEP meetings. They are warning signs that something is "wrong." These commonly heard statements are not correct and likely mean that help might be needed.
School and private evaluations and test scores are all based on the bell curve, or normal distribution. This video gives a short overview of what the bell curve means. It may well help in IEP team understanding of test scores and in making informed decisions in determining eligibility as a child with a disability and in writing IEPs.
