State of Connecticut Department of Education Department of Developmental Services PPT 101: Underst in addition to ing the Basics of the Planning in addition to Placement Team Meeting Today you will learn more about: WHAT IS TRANSITION in Birth To Three EFFORT Developing Partnerships Getting In as long as mation

State of Connecticut Department of Education Department of Developmental Services PPT 101: Underst in addition to ing the Basics of the Planning in addition to Placement Team Meeting Today you will learn more about: WHAT IS TRANSITION in Birth To Three EFFORT Developing Partnerships Getting In as long as mation www.phwiki.com

State of Connecticut Department of Education Department of Developmental Services PPT 101: Underst in addition to ing the Basics of the Planning in addition to Placement Team Meeting Today you will learn more about: WHAT IS TRANSITION in Birth To Three EFFORT Developing Partnerships Getting In as long as mation

Orlin, Mary, Executive Producer of In Wine Country has reference to this Academic Journal, PHwiki organized this Journal State of Connecticut Department of Education Department of Developmental Services PPT 101: Underst in addition to ing the Basics of the Planning in addition to Placement Team Meeting Today you will learn more about: Referral to in addition to eligibility as long as special education What is an Individualized Education Program (IEP) in addition to a Planning in addition to Placement Team (PPT) Parent’s role in the PPT process WHAT IS TRANSITION in Birth To Three Moving from one program to another. Moving from one activity to another.

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EFFORT Developing Partnerships Getting In as long as mation 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 Provides parents with Steps to Protect a Child’s Right to Special Education: Procedural Safeguards Referral Process Prior to referral to special education, a team of educators meets to consider the questions that prompted the referral. Are there steps or strategies that can be pursued to support the student This is often referred to as the early intervention process or early intervening services. The team asks: Is the problem a result of inadequate or inappropriate instruction

Referral Process from Birth to Three System At least six months prior to turning three: Develop a transition plan with the service coordinator Parent provides written permission as long as the Birth to Three program to refer the child to the local school district Parent may refer child by phone or letter at any time Birth to Three is a predominately home based service. Parents are the child’s first teachers. Birth to Three can suggest ways parents can effectively teach in addition to nurture their young child at home. Mike at 19 months, home with Mom in addition to Dad. Referral to Special Education Written request as long as an evaluation of a student who is suspected of having a disability in addition to who may require special education or related services. Referral can be made by parent or guardian, school personnel, professional or agency personnel with parent permission, or the student (if 18 years or older).

Transition Conference Families involved in the Birth to Three System will take part in a transition conference at least 90 days be as long as e the child’s third birthday. A representative from the local school district, the service coordinator from the Birth to Three System, the parent, in addition to anyone the family invites to participate in the transition conference. Referral to Special Education The district will convene a Planning in addition to Placement Team (PPT). Sometimes the district will convene a PPT as part of the 90 day transition conference. The purpose of the PPT is to review the referral to special education, current evaluations in addition to in as long as mation, in addition to to determine if additional in as long as mation is needed to determine eligibility as long as special education. The Planning in addition to Placement Team includes: Parents in addition to when appropriate, the student; At least one regular educator if the child is or may be placed in regular education; At least one special educator or service coordinator as long as the child; District representative who is knowledgeable of general education curriculum in addition to can allocate resources; Someone who can interpret evaluations; in addition to Others who have knowledge or expertise related to the child.

New Requirement from IDEA 04 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. From transition meeting to child’s third birthday activities must include a PPT with the child’s parents. A PPT meeting with the public school. Planning in addition to Placement Team Parent must receive written notice of the meeting 5 days prior to the PPT. Meeting must be scheduled at a mutually agreed on time in addition to place. If the meeting is scheduled at a time that is not convenient, the parent can request the district to reschedule or participate through an alternative method such as a conference call. Parent can bring anyone they choose to the meeting.

Written Consent Be as long as e the child is evaluated as long as the first time to determine eligibility as long as special education Be as long as e the child’s initial placement in special education Be as long as e the child is placed in a private placement Be as long as e the child is re-evaluated Evaluation May include in as long as mation collected by the school district through in as long as mal in addition to as long as mal observations, a review of previous school work or Birth to Three System records, st in addition to ardized tests, in addition to in as long as mation provided by teachers, service providers in addition to parents. The written notice of consent to evaluate will include a description of the tests in addition to procedures the district will use to make a determination as long as special education eligibility. Timelines as long as Evaluation The evaluation must be completed, in addition to as long as children who are determined eligible as long as special education, an IEP developed within 45 school days from the date of the written referral (not including time needed to obtain consent as long as evaluation).

Results of the Evaluation A second PPT will be scheduled to review the results of the evaluation. Parents will receive a written copy of the evaluation results. The in as long as mation will be reviewed to determine: Does the child have a disability Does the disability have an adverse affect on the child’s education Does the child require special education in addition to related services What if a Parent Disagrees with the Evaluation Results Parents have the right to obtain an independent education evaluation from a qualified professional who is not employed by the school district, unless the school district can prove its evaluation is appropriate. If the school believes its evaluation is appropriate, it can deny the evaluation in addition to must initiate a due process hearing rather than pay as long as the independent evaluation. Independent Evaluations Parents can choose to seek an independent evaluation on their own. The school district must consider results of any independent evaluation, however they are not required to agree with or implement all or any of the results or recommendations.

Disability Categories as long as Eligibility as long as Special Education Autism Deaf-blindness Deafness Developmental delay (3-5 year olds) Emotional disturbance Hearing impairment Intellectual disability (mental retardation) Multiple disabilities Orthopedic impairment Other health impairment Physical impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment including blindness Eligibility as long as Services from DDS Is not contingent on eligibility categorization as long as special education. See enclosed materials on DDS eligibility guidelines. Developing a Partnership with the Public School This is the preschool classroom at Connecticut school.

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Individualized Education Program (IEP) The IEP is a written plan that describes in detail the child’s special education in addition to related services the district will provide to meet the student’s individualized needs. The IEP is a legal document. The IEP is developed by the PPT. The IEP is reviewed at least annually. The parents have a right to receive a copy of the IEP within five school days after the PPT is held. IEP Components A List of PPT recommendations must be recorded. There is no requirement as long as meeting minutes. IEP Components Prior written notice: Must detail the decisions made regarding eligibility, evaluation, IEP or placement; Must record actions proposed or refused; in addition to Must be provided at least 5 days be as long as e the decisions are put into place.

IEP Components Special education, related services in addition to other supports must allow as long as a child to: Advance toward annual goals; Progress in the general education curriculum; Participate in extra-curricular in addition to non-academic activities; in addition to Be educated in addition to participate with children who do not have disabilities. IEP Components Present level of academic achievement in addition to functional per as long as mance Describes area of strength in addition to need in addition to Records the impact of the disability on participation in the general education curriculum. IEP Components Measurable Goals in addition to Objectives Must relate to identified areas of need Must be clear in addition to measurable Must note how progress will be measured in addition to reported

Some activities that make school a com as long as table in addition to happy place to be. Visit to the classroom in addition to meet their new teacher.

Orlin, Mary Executive Producer of In Wine Country

Orlin, Mary is from United States and they belong to KNTV-TV and they are from  San Jose, United States got related to this Particular Journal. and Orlin, Mary deal with the subjects like Alcohol and Spirits; Local News; Wine

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