Collection | Developing Meaningful, Equitable & Defensible IEPs

Presenters: Clarissa Rosas & Kathy Winterman

Time: 42 minutes

This presentation discusses the importance of affirming students' culture through the IEP process. Since culture impacts student achievement, it is critical that culturally specific accommodations anchor instructional practices. The presentation includes the use of a checklist to address learning preferences and how content is communicated so equitable education can be realized.

Participants will be able to:

1. Identify components of a culturally responsive IEP.
2. Construct an IEP Goal that reflects the strengths of the child's home language and cultural differences to address the needs of the child.
3. Identify accommodations that take into account the unique learning preferences and how content is communicated.

Presenters: Dr. David Bateman, Dr. Mitchell Yell & Dr. Jim Shriner

Time: 28 minutes

Without a doubt, one of the most critical elements of the IEP is the Present Levels of Academic Achievement and Functional Performance section (PLAAFPs). This presentation serves as the foundation for the development of a truly individualized education program (IEP).

Participants will be able to:

• Understand the following important components of a PLAAFP statement:
  • include information from multiple sources (assessments and assessors)
  • proceed from broad statements to very specific information about the student's academic achievement and functional performance
  • include accurate and up-to-date information
  • should include measurable objectives

Presenter: Dr. Eric Rossen

Time: 53 minutes

This presentation will provide strategies on applying a trauma-informed approach to the entire individualized educational program (IEP) development process. This includes the evaluation, team meetings, engaging caregivers, report writing, and the development of IEP present levels and goals

Participants will be able to:

1. Clearly define 'trauma' as distinct yet related to stress and a history of adverse childhood experiences (ACEs).
2. Define 'trauma-informed'.
3. Discuss the relevance and appropriateness of special education services for students with trauma histories.
4. Apply trauma-informed principles to the development of present levels and goals that focus more on skill development rather than compliance.

Presenters: Dr. David Bateman, Dr. Mitchell Yell & Dr. Jim Shriner

Time: 52 minutes

The Supreme Court clarified the responsibility of schools to develop IEPs conferring FAPE to IDEA eligible students. This session focuses on bringing it altogether:

• conducting relevant assessments
• developing appropriate PLAAFP statements
• measurable and ambitious goals and monitoring student progress
• appropriate placement
• implementation

Participants will be able to:

• Understand the following important components of putting an IEP together:
  • include information from multiple sources (assessments and assessors)
  • proceed from broad statements to very specific information about the student's academic achievement and functional performance
  • include accurate and up-to-date information
  • goals should be tied directly to the student's needs
  • every need is to be addressed
  • placement comes after all of the program is developed
  • there needs to be a clear method of evaluating the student's progress
  • a student's IEP must be implemented as agreed upon

Presenters: Tiffani Hurst & Constance Lyttle, Esq.

Time: 16 minutes

It is well known to remain legally compliant, school districts must include parents of students with disabilities in all educational programming, especially IEP meetings. Unfortunately, accomplishing meaningful parental participation is often a complex enterprise. In this session, participants will review effective parent-engaging strategies and avoid Due Process missteps.

Participants will be able to:

1. Demonstrate their understanding of parents' legal rights to meaningful parental participation.
2. Identify illegal actions of predetermination in IEP writing and placement.
3. Discuss and discern appropriate strategies for meaningful participation of parents in their students with disabilities' educational programming.

Presenter: Daniel Biegun

Time: 50 minutes

Student leadership during the IEP process is essential! This session will explore the components of a student-led IEP and effective strategies to help your diverse learners take leadership during both the planning process and annual meeting. Participants will gain access to 3 free and versatile tools from Virginia's Determined Project and explore innovative ways to adapt and apply each to the individual needs of students.

Participants will be able to:

1. Compare outcomes of student-led IEPs vs. educator-led IEPs.
2. Advocate for IEP leadership for all youth, regardless of disability or age.
3. Adopt, adapt, and apply 3 different tools that support student leadership during the IEP process.

Presenters: Teri Marx, Timothy Riley-Tillman & Faith Miller

Time: 65 minutes

You know the behavior. You know the function. But are you actually measuring progress toward behavioral IEP goals? If you answered 'no' or 'unsure,' let the National Center on Intensive Intervention and the PROGRESS Center help! We'll teach you how to set and monitor behavioral IEP goals accurately and efficiently.

Participants will be able to:

1. Identify the critical components of high-quality behavioral IEP goals.
2. Create anchored definitions for socio-behavioral and/or functional skills.
3. Locate tools and resources related to DBR implementation that they can use in practice.

Presenter: Laura Feiler

Time: 56 minutes

Participants will focus on the parent perspective during the IEP process and throughout the school year. Participants will learn about the emotions that parents experienced at the time of diagnosis, their hopes and fears for their children during school and beyond, and their views of the parent-teacher-school relationship. Participants will leave with a better understanding of how it feels to be on 'the other side of the table' and ways to develop even stronger relationships with families as you journey down the 'road less traveled' with them!

Participants will be able to:

1. Learn about the emotions that parents experienced at the time of diagnosis, their hopes and fears for their children during school and beyond, and their views of the parent-teacher-school relationship.
2. Leave with a better understanding of how it feels to be on 'the other side of the table' and ways to develop even stronger relationships with families as they journey down the 'road less traveled' with them.