State of Connecticut Department of Education Department of Developmental Services Making the PPT Process More Effective as long as You in addition to Your Child Today you will learn more about: The Individuals with Disabilities Education Act – IDEA 2004 The Individuals with Disabilities Education Act – IDEA 2004

State of Connecticut Department of Education Department of Developmental Services Making the PPT Process More Effective as long as You in addition to Your Child Today you will learn more about: The Individuals with Disabilities Education Act – IDEA 2004 The Individuals with Disabilities Education Act – IDEA 2004 www.phwiki.com

State of Connecticut Department of Education Department of Developmental Services Making the PPT Process More Effective as long as You in addition to Your Child Today you will learn more about: The Individuals with Disabilities Education Act – IDEA 2004 The Individuals with Disabilities Education Act – IDEA 2004

LaCorte, Ken, Executive Producer of Online has reference to this Academic Journal, PHwiki organized this Journal State of Connecticut Department of Education Department of Developmental Services Making the PPT Process More Effective as long as You in addition to Your Child Today you will learn more about: Changes to IDEA in addition to the new IEP as long as m Strategies as long as effective communication What to do when you disagree The Individuals with Disabilities Education Act – IDEA 2004 1975 – Education of All H in addition to icapped Children Act Reauthorized every five years Provides as long as a free appropriate public education (FAPE) as long as students with disabilities Last reauthorized in 2004 Final regulations have been issued

Louisiana Delta Community College LA www.phwiki.com

This Particular University is Related to this Particular Journal

The law tells us that parents are expected to be equal partners in planning in addition to implementing their child’s educational program. No Child Left Behind – Parent involvement in addition to choice is expected IDEA – required parent participation since 1975 in addition to funds the Parent Training in addition to In as long as mation Centers (PTIs) The Individuals with Disabilities Education Act – IDEA 2004 IDEA ’04 Requirement New monitoring priority in 2004 – in State Per as long as mance Plan Increase the percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services in addition to results as long as children with disabilities. Preparing as long as the Planning in addition to Placement Team Meeting – PPT The PPT meets to: Initiate in addition to discuss evaluations Determine eligibility as long as special education in addition to related services Develop, review in addition to /or revise a child’s Individualized Education Program (IEP).

The PPT consists of: The child’s parent or parents; At least one regular education teacher if the child is being considered as long as regular education setting; At least one special education teacher; A representative from the district knowledgeable of the availability of resources; The PPT consists of: An individual who can interpret evaluation results; Others at the discretion of the parent or agency; in addition to When appropriate, the child. Attendance at PPTs – IDEA 2004 A PPT member may be excused when: The parent in addition to the agency agree, due to the fact that the member’s area is not being discussed; The parent consents in writing, in addition to the agency also consents; in addition to The member submits, in writing to the parents in addition to the team, his or her input into the development of the IEP prior to the meeting.

Building Blocks Knowledge of the child – who is this child How does this disability affect the child What are visions in addition to priorities as long as the child Effective communication Desire to work together Knowledge of education laws Acknowledge different ways to participate Communication Strategies Acknowledge your own communication style in addition to feelings – be willing to move as long as ward Encourage mutual respect Maintain open communication Establish a relationship with your child’s educators Communicate on a regular basis – email, communication log, phone call, notes, quick chats etc. Preparing as long as the PPT Meeting Gather important in addition to relevant in as long as mation – create a home file Think about the student’s strengths in addition to needs – use Positive Student Profile in addition to Goals-at-a-Glance See the big picture – consider Futures Planning as an option Prioritize the most important issues Share your agenda with the team ahead of time

The IEP The Individualized Education Program (IEP) is a written plan that details each child’s special education in addition to related services. All students receiving special education must have an IEP. The IEP must be reviewed annually. Components of the IEP: The IEP must include: Present levels of academic achievement in addition to functional per as long as mance – page 4-5 A statement of measurable annual goals, including both academic in addition to functional goals – page 7 IDEA allowed as long as elimination of short term objectives – CT requires short term objectives. Components of the IEP Prior Written Notice – page 3 Provides written notice of the action(s) that have been proposed or refused by the PPT; Team needs to indicate the reason as long as refusal of an action; Team needs to indicate the evaluation procedures, assessments, records or reports used as long as the action refused.

Reporting on Progress: IEP must include: A description of how progress toward meeting annual goals will be measured in addition to A description of when progress reports will be provided to parents. IEP Includes Service in addition to Supports that Allow the Child to: Advance towards meeting annual goals; Progress in the general education curriculum; Participate in extracurricular activities in addition to non-academic activities; in addition to Be educated in addition to participate with children who do not have disabilities. Related Services on the IEP Related services are developmental, corrective, or supportive services required to assist a student with a disability to benefit from special education.

Examples of Related Services Assistive Technology Audiology Services Counseling Physical Therapy Parent Training School Nurse Services Psychological Services Occupational Therapy Speech Language Therapy Physical Therapy Social Work Services Transportation IEP Services Must be based on peer-reviewed research to the extent practicable; Must refer to the child’s involvement in addition to progress in the general education curriculum; in addition to Must include a statement of the projected date as long as the beginning of the services, the frequency, the location in addition to duration of services – page 11. IEP in addition to Secondary Transition Beginning with the IEP to be in effect when the child turns 16 (IDEA 2004) in addition to then updated annually thereafter, the IEP must include: Appropriate post secondary goals based on age-appropriate transition assessments related to training, education, employment in addition to when appropriate, independent living skills – page 6.

IEP in addition to Secondary Transition The IEP must include: Transition services including courses of study; Age of majority in as long as mation; Expected date of graduation (up to age 21) ; in addition to If graduating or exceeding age eligibility, the completion date of the Summary of Per as long as mance (IDEA 2004) – back of IEP manual. Changes in addition to Amendments to the IEP Changes to an IEP can be made without a team meeting if parents in addition to district agree in addition to develop a written document to amend or modify the current IEP (IDEA 2004); Districts shall encourage the consolidation of re-evaluation meetings in addition to other PPT meetings; in addition to Amendments to the IEP can be made by either the PPT or the parents in addition to the district in addition to the IEP can be amended, rather than redrafting the entire document – unless the parent requests a copy of the revised IEP. What to do when you disagree: Share your vision in addition to priorities as long as the child. Try not to personalize disagreements. Refocus the discussion on the child’s strengths in addition to needs. Recognize that there is more than one way to do things. Share in as long as mation.

LaCorte, Ken Fox News Channel - Los Angeles Bureau Executive Producer of Online www.phwiki.com

Conflict Resolution Options Compromise In as long as mal mediation or facilitated IEP – identify an ally in the school Go up the chain of comm in addition to Teacher Principal District Central Office–Sp Ed Director or Supervisor Superintendent State Department of Education Resolution Options Mediation Due Process Hearing Advisory Opinion Resolution Session (IDEA 2004) File a complaint Mediation Mediation is an in as long as mal process that is voluntary in addition to confidential. Both sides must agree to mediation. What is said during mediation cannot be used as evidence in subsequent legal actions. The mediator provides a problem solving structure in addition to process to assure everyone will be listened to. The mediation helps the parties begin a constructive dialogue.

Mediation The mediator does not make decisions as long as the parties. A successful mediation will result in the development of a plan that both parties are com as long as table with in addition to can implement together. A mediation agreement must be in writing in addition to signed by both parties. Due Process Hearing Due Process Hearing is a as long as mal legal proceeding. The parties, their attorneys or advocates present evidence to the hearing officer. The hearing officer makes a decision in addition to issues a written order. Either party can request a due process hearing. Resolution Session Within 15 days of the Due Process Hearing request by a parent, the district must convene a meeting with: Parents Relevant PPT members An agency representative with decision making authority May not include the district attorney unless the parent’s attorney is present. Parties may agree, in writing, to waive the meeting or use mediation in lieu of resolution session.

What Happens When It’s Over Win or lose, you still have to work together as long as the good of the child, so . Be positive Be respectful Be welcoming Be ready in addition to willing to start over! For More In as long as mation Contact: Your School, District, or B-3 Service Coordinator Your DDS Case Manager, Ed Liaison, Transition Coordinator The Connecticut Parent Advocacy Center, 1-800-445-2722 or visit the website at www.cpacinc.org The State Department of Education, Bureau of Special Education, 860-713-6910 or visit the website at www.sde.ct.gov The State Education Resource Center (SERC). (860) 632-1485 or visit the website at www.ctserc.org

LaCorte, Ken Executive Producer of Online

LaCorte, Ken is from United States and they belong to Fox News Channel – Los Angeles Bureau and they are from  Los Angeles, United States got related to this Particular Journal. and LaCorte, Ken deal with the subjects like International News; National News; Regional News

Journal Ratings by Louisiana Delta Community College

This Particular Journal got reviewed and rated by Louisiana Delta Community College and short form of this particular Institution is LA and gave this Journal an Excellent Rating.