Facilitating IEPs
- Use of Formal and Informal Assessment
- Linking Assessments to IEP Development and Instruction
- Standards-Based Goals and Objectives Training
- Grading Guidance for Students with Disabilities
CARE consultants provide training to teachers, administrators and others involved in the IEP development, implementation and ongoing progress monitoring using a systematic approach that ensure that all staff are conducting assessments (such as state assessments, teacher-made tests, multiple choice tests, work samples, observations, progress reports, curriculum-based measures, rubrics, parent information, observations, state assessment confidential student reports, etc.) that lead to establishing a baseline and a summary addressing strengths and areas of concerns that lead to the development of Present Levels of Academic Achievement and Functional Performance (PLAAFPs).
Our team will share how to develop measurable goals and objectives based on state standards from the PLAAFPs and use ongoing progress monitoring to determine whether adequate progress is being made on the goals and objectives.
The CARE team will also demonstrate how to ensure that the IEP team members can addresses how the student’s disability impacts involvement/progress in the general education setting, as well as its impact on functioning in everyday life; address the need for accommodations/modifications; and provide a description of academic, functional, and transition needs.
CARE consultants can also provide training on how to utilize IEP rubrics across the district so that as IEPs are being completed they are being reviewed to determine if they meet technical adequacy. The use of rubrics provides a consistent and objective way to review IEPs and determine where additional training and technical support may be needed by different teams across the district so that targeted support can be provided and/or feedback on how to improve the technical adequacy of IEPs by various teams and/or individuals.
Understanding and Implementing Accommodations and Modifications for the Special Needs Child
(1 day / 2 trainers)
The proposed training will discuss the important differences between accommodations and modifications to curriculum for students with special needs. This training is hands on and interactive. Trainers will provide and highlight specific examples of differentiating content to meet the needs of the special needs learner.
Guiding the IEP Writing Process
(2 days / 2 trainers)
Federal guidelines governing the IEP process will be a key focus of the proposed training. Trainers will guide educators and administrators through the maze of forms and processes involved in the IEP process, and prepare them to write an effective and legally binding IEP. Finally, trainers will highlight the strategic importance of involving parents as active members of the IEP team.
