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I know that IEP’s are individualized for each students needs. Their goals should be achievable and measure-able. -K.C.

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I wonder how to determine what kids need IEP’s versus 504 supports. -K.C.

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IEPs are a vital and important aspect of the special education process. They allow for a student's specific needs to be addressed, interventions to be given and then progress to be measured in a very specific way.

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IEPs are a vital and important aspect of the special education process. They allow for a student's specific needs to be addressed, interventions to be given and then progress to be measured in a very specific way.

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-Paul

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Does data show that special education services allow for students to move into the general education setting if started at a younger age?

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Does data show that special education services allow for students to move into the general education setting if started at a younger age?

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-Paul

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IEPs need to be periodically reviewed and adjusted to address students' needs for special education and appropriate services.

~Rachel

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I know that an IEP is required by law for a child with disabilities specified in the IDEA. An IEP requires an IEP team which make sure the IEP is being complied with and will modify the IEP when deemed necessary and with approval from the parents. --Malik

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How often are 504s implemented in comparison to IEPs?

~Rachel

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IEPs are updated every year and should show an accurate picture of the student's level of performance with both areas of strengths and areas of needs. -Courtney

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I know that each students' IEP is made so with measurable goals in mind, so that progress can be tracked. This data is also kept so that updates can be made for the future.

-Ed

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What determines if a student receives a 504 plan or an IEP?
-Courtney

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What clear differences are there between IEPs and 504s? Are there unique challenges to amending them?

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Psychoeducational Assessments and IEP (individualized  education plan) development are interconnected.  Assessments provide data to meet the student's goals and expectations. The data collected will help with the IEP development updates that will inform teachers with instructional planning.
Ivette

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One thing I wonder is how is the data from formal and informal assessments been interpreted in relationship with cultural and linguistic bias or other social issues that can affect the IEP development.
Ivette

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Will the testing regime ever evolve to naturally accommodate and consider all students, those with or without disabilities and those with disadvantages which are separate from ability. such as class, race, or gender? --Malik

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I learned that students can participate and be an advocate for themselves in their IEP and that having them be a participant in the meeting is becoming more common. -K.C.

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Although I do know the differences between the IEP and 504, I’m wondering how the language differs in the process of writing one versus the other. - K.C.

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One thing I have learned is that IEPs have many elements and criteria that need to be included. Such as the student's current level of functioning, assessment data, adaptive skills, and their annual SMART goals.
-Paul

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One thing I still wonder is what are parent's rights are if they do not agree with something that the IEP team is insisting during the IEP process.
-Paul

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I have always known the importance of using positive language and showcasing strengths within an iep, goals... Is there a psychological aspect to this other than encouragement? I would love to dive deeper into the psychology of that and look at studies that include parental involvement and postivity.

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Measurability of goals was always a mystery to me- how do we come up with percentages and trials and such? Creating goals and thinking of how data can be collected first truly helped in this process. Almost a "backwards planning" model.

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There are 13 specific classifications that a student can be classified as to receive special education services.
CM

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I learned that progress monitoring is a key component of measuring annual goals. It is important to make goals realistic, but still challenging for the student, and if a student is not consistently meeting their goals, make adjustments as needed. Additionally, progress should not be monitored over too short or too long a period of time.

~RA

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One thing I learned is that RTI is beneficial for students as a means of providing early intervention.
-Iveliz

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What are the major differences between the creation of an IEP and a 504 plan? How does the paperwork/forms differ?

~RA

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One thing I still wonder is when will there be an assessment for writing that encompasses more of the key concepts involved with writing?
CM

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I still wonder if there will be a system in place where all schools across districts can follow the same RTI model, administering similar tests to obtain accurate results that can then be compared and analyzed.
-Iveliz

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One thing I learned is that IEP goals should be both measurable and ambitious. In order to assure this, educators and parents must work closely together in the IEP Team to write measurable and ambitious IEP goals. -Malik

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I am wondering about how we can make more student-led IEP meetings, especially as the student grows older and should begin to have more say in their IEP. --Malik

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One thing I learned is that IEPs are designed to still be challenging for the student, to ensure that they can continue to make progress. I also learned that having a diagnosis of dyslexia does not immediately ensure a LD diagnosis.

-Ed

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One thing I learned is that IEP's goals have to be measurable and attainable, therefore the IEP's goals for the students need to be very specific: targeting content, language, skill or ability.
Ivette

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I still wonder what goes into a 504 plan, and how it differs from an IEP. I've had students with 504s, and I follow the accommodations, but I don't really know how they are different from IEPs.

-Ed

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One thing I still wonder about is the IEP accountability system in the school districts, ensuring the students' IEPs are updated and targeted to meet the the students' needs and goals and accessible to classify ENL students.
Ivette