Understood.com If your child has an IEP, you’re probably familiar with the school evaluation process. The evaluation results help determine whether your child was eligible for special education. They also shape the goals in his IEP.Details
MSDE Technical Assistance Bulletin November 2019 Secondary Transition is the process of preparing students for adult life after they leave high school. Transition planning begins in Maryland at age 14 as students explore and discover what they want their post-school goals and outcomes to be through career awareness activities.Details
By Amanda Morin Knowing the difference between an IEP meeting and a parent-teacher conference can help you make the most of both meetings.Details
Individualized Education Program (IEP) Progress Reports: How will you know if your child is making progress on IEP goals?
Why is making progress important? Making appropriate progress on IEP goals is the key to meaningful special education.
Improving Outcomes for Students with Disabilities: Consideration and Documentation of Assistive Technology Delivery
MSDE Technical Assistance Bulletin November 2019 The focus of this technical assistance bulletin is to provide guidance to local school systems for the use and documentation of assistive technologyDetails
Improving Outcomes for Students with Significant Cognitive Disabilities: Eligibility, Instruction, and Assessment
MSDE Technical Assistance Bulletin November 2019 The purpose of this technical assistance bulletin is to support Individualized Education Program (IEP) teams and school leaders in determining eligibility for, and in implementing, the Alternate Education Framework.Details
MSDE Technical Assistance Bulletin November 2019 Students with and without disabilities are assessed on their achievement of academic content standards; student performance informs instruction which is aligned with the core curriculumDetails
by Jeff Martin, Esq. Essentially, IDEA 2004 requires the IEP team to formally and logically accept or reject any suggestions or requests that an IEP team member makes. (34 C.F.R. § 300.503.) As parents, we are members of the IEP team!Details