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Individual Learning Plan for English Language Learners

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Individual Learning Plan for English Language Learners

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Mission, Vision, Philosophy of Inclusion

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Mission, Vision, Philosophy of Inclusion

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SCAN Student Intervention Team (SIT) Referral

# data[].attributes.subject
SCAN Student Intervention Team (SIT) Referral

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Student Intervention Team Review Plan Form

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Student Intervention Team Review Plan Form

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Accommodations and Modifications Lead Page

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Accommodations and Modifications Lead Page

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Tips for Conducting Student Observations

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Tips for Conducting Student Observations

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Research-Based / Evidence-Based Interventions: Tier III

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Research-Based / Evidence-Based Interventions: Tier III

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Summary from FWSB Accommodations / Modifications Checklist

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Summary from FWSB Accommodations / Modifications Checklist

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Individual Learning Plan (ILP) (Levels 1 - 4)

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Individual Learning Plan (ILP) (Levels 1 - 4)

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Catholic Accommodations Plan (CAP) and "504's"

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Catholic Accommodations Plan (CAP) and "504's"

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Catholic Accommodations Plan - Accommodations and Modifications

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Catholic Accommodations Plan - Accommodations and Modifications

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Consideration of Catholic Accommodation Plan (CAP) vs Special Education (IDEA)

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Consideration of Catholic Accommodation Plan (CAP) vs Special Education (IDEA)

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State Commission on Seclusion and Restraint in Schools & Model Plan

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State Commission on Seclusion and Restraint in Schools & Model Plan

# data[].attributes.headline
Seclusion and Restraint School Incident Report Form

# data[].attributes.subject
Seclusion and Restraint School Incident Report Form

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Seclusion / Restraint Parent Incident Report

# data[].attributes.subject
Seclusion / Restraint Parent Incident Report

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Diocesan Policies Related to Special Needs

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Diocesan Policies Related to Special Needs

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Policy 4110 (Catholic School Accommodation Plan)

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Policy 4110 (Catholic School Accommodation Plan)

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Chronic Illness Verification Form (CIVF) Information

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Chronic Illness Verification Form (CIVF) Information

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Commission on Seclusion and Restraint in Schools

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Commission on Seclusion and Restraint in Schools

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Student / Physician Verification and Parent / Guardian Authorization

# data[].attributes.subject
Student / Physician Verification and Parent / Guardian Authorization

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Choice School Education Plan (CSEP) Form

# data[].attributes.subject
Choice School Education Plan (CSEP) Form

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PROGRESS Center (which stands for Promoting Rigorous Outcomes and Growth by Redesigning Educational Services for Students With Disabilities Center) provides information, resources, tools, and technical assistance services to support local educators and leaders (kindergarten through transition age) in developing and implementing high-quality educational programs that ensure students with disabilities have access to free appropriate public education (FAPE) which allows them to make progress and meet challenging goals, consistent with the U.S. Supreme Court’s decision in Endrew F. v. Douglas County School District (2017).

PROGRESS Center is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and housed at the American Institutes for Research (AIR). AIR is partnering with the National Center for Learning Disabilities (NCLD), Council of Chief State School Officers (CCSSO), and Evergreen Evaluation & Consulting (EEC), as well as a group of distinguished center advisors, to support the center’s work. Together, the team brings extensive expertise in evidence-based practices, special education law and policy, and engagement with educators, families, and leaders to develop and implement high-quality educational programs for students with disabilities. Watch this short introductory video to learn more.

View the PROGRESS Center Work at a Glance (Year 1) to learn more about the PROGRESS Center's work during the first year of the Center.

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The roles and activities of the Office of Non-Public Education (ONPE) fall into two major categories: leadership and outreach. ONPE represents the interests, activities and needs of the private elementary and secondary school community, and also consults with the private school community on the participation of students and teachers in programs and initiatives at the U.S. Department of Education.

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The roles and activities of the Office of Non-Public Education (ONPE) fall into two major categories: leadership and outreach. ONPE represents the interests, activities and needs of the private elementary and secondary school community, and also consults with the private school community on the participation of students and teachers in programs and initiatives at the U.S. Department of Education.

ONPE fosters maximum participation of nonpublic school students and teachers in federal education programs and initiatives. Since the initial passage of the Elementary and Secondary Education Act (ESEA) in 1965, private school students and teachers have been eligible to participate in certain federal education programs. ONPE's activities reflect this mission and direction by:

Representing the U.S. Department of Education to the nonpublic school community;

Offering advice and guidance within the Department on all matters affecting nonpublic education;

Communicating with national, state and local education agencies and associations on nonpublic education topics;

Communicating the interests and concerns of the nonpublic school community to the Department;

Providing parents with information regarding education options for their children; and

Providing technical assistance, workshops and publications.

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elementary education; private education; private schools; secondary education;

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The roles and activities of the Office of Non-Public Education (ONPE) fall into two major categories: leadership and outreach. ONPE represents the interests, activities and needs of the private elementary and secondary school community, and also consults with the private school community on the participation of students and teachers in programs and initiatives at the U.S.

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LEP Partnership: English Language Learners

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LEP Partnership: English Language Learners

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The LEP Partnership is a U.S. Department of Education initiative to improve content assessments in reading and mathematics for LEP students.

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Our mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.

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Find federal education legislation, regulations, guidance, and other policy documents.

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OSERS: OSERS' Office of Special Education and Rehabilitative Programs

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OSERS: OSERS' Office of Special Education and Rehabilitative Programs

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he Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts

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disabilities; special education; idea; individuals with disabilities education act

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Office of Special Education Programs (OSEP) - Home Page

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The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts.

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Raising the next generation is a shared responsibility. When families, communities and schools work together, students are more successful and the entire community benefits. For schools and districts across the U.S., family engagement is becoming an integral part of education reform efforts.

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Family and Community Engagement | U.S. Department of Education

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Raising the next generation is a shared responsibility. When families, communities and schools work together, students are more successful and the entire community benefits. For schools and districts across the U.S., family engagement is becoming an integral part of education reform efforts.

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U.S. Department's Early Learning Web Site

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U.S. Department's Early Learning Web Site

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The Department launched the Safer Schools and Campuses Best Practices Clearinghouse (the Clearinghouse), a website that highlights the innovative work underway nationwide in continuing to reopen early childhood programs, K-12 schools, and postsecondary institutions. Through the Clearinghouse, the Department is providing examples of how early childhood programs, schools and other educational institutions can safely resume in-person services and reopen as communities continue recovering from the COVID-19 pandemic.

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Find the latest information about ED's work in supporting our nation's youngest learners. Join our Early Learning Newsletter mailing list to receive regular ED early learning updates and the monthly early learning newsletter.

High Quality Early Learning is Essential

The Departments of Education and Health and Human Services issued a Dear Colleague Letter on June 14 with four recommendations to equitably support the social-emotional development and mental health of young children.

These recommendations and action steps are intended for State, territorial, tribal, local administrators and policymakers to encourage early childhood systems to work collaboratively to ensure that young children and their caregivers have access to high-quality resources and services to support young children's health and well-being, social-emotional development, and early learning.

The letter includes links to resources to support the four recommendations, which are:

Implement evidence-based practices that support positive social-emotional development and mental health for all children and wellness for every caregiver.

Prioritize workforce wellness and enhance workforce capacity to identify and respond to children's and families' social-emotional and mental health needs.

Leverage policy and funding to increase access to social-emotional and mental health support and reduce barriers to access.

Use data to promote equitable implementation and outcomes.

A series of videos, to be released throughout the summer and hosted on the HHS Administration for Children and Families ' website, spotlights issues for supporting young children's mental health and well-being.

The letter, recommendations, and resources are part of ongoing work across the federal government to address mental health needs of children and their families.

Related Resources
06/14/2022

The Department launched the Safer Schools and Campuses Best Practices Clearinghouse (the Clearinghouse), a website that highlights the innovative work underway nationwide in continuing to reopen early childhood programs, K-12 schools, and postsecondary institutions. Through the Clearinghouse, the Department is providing examples of how early childhood programs, schools and other educational institutions can safely resume in-person services and reopen as communities continue recovering from the COVID-19 pandemic.
05/19/2021

ED's Early Learning newsletter provides monthly updates to subscribers on early learning initiatives led by the Department and our partners across agencies and in the field. Join our mailing list to receive regular ED early learning updates and the monthly Early Learning newsletter. Past newsletters are also available.

Last Modified: 06/15/2022

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public relations; school reform; early childhood education; early intervention; early learning; early childhood

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Early Learning at the U.S. Department of Education and beyond

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Classroom Resources. Classroom Resources. Free Educational Resources for the Classroom; Stop Bullying Resources; Special Education Resources; Email ...

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Early Learning Resources. The Special Education National Activities-Parent Information Centers. Is designed to ensure that parents of children with ...

oese.ed.gov/resources/learning-at-home/resources-for-teachers/

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For each practice, the guide provides (a) tips for teachers to support students with disabilities during instruction; (b) tips for families that ...

oese.ed.gov/resources/learning-at-home/resources-parents-families/

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Open educational resources: Open educational resources are teaching, learning, and research resources that reside in the public domain and are freely ...

www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf

school (known as present levels of educational performance). This information usually comes from the evaluation results such as classroom tests and ...

www2.ed.gov/documents/college-completion/simulation-based-teacher-education.doc

2009: Dr. Tyler-Wood of UNT established the first special education study using simSchool, funded by the Research on Disabilities Education program of ...

nces.ed.gov/pubs2017/2017098/index.asp

The Every Student Succeeds Act (ESSA) provides guidance to state governments on how to receive supplemental federal funding for public education. As ...

In 2014, The Departments of Education and Justice, released a first-ever package of guidance and resource materials intended to ensure greater equity ...

www2.ed.gov/pubs/OSEP95AnlRpt/ch1c.html

www2.ed.gov/fund/grant/apply/grantapps/index.html

Eligible Applicants: Under section 777(a)(3) of the HEA, an "eligible entity" is an IHE (as defined in this notice); a nonprofit organization; or a ...

tech.ed.gov/files/2017/01/NETP17.pdf

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COVID-19: Evidence-Based Resources. The U.S. Department of Education's Institute of Education Sciences funds a network of 10 Regional Educational ...

tech.ed.gov/files/2017/07/2017-Infrastructure-Guide.pdf

www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf

newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter-specific ...

nces.ed.gov/pubs2017/2017098/ind_05.asp

Figure 5.1. Percentage of 8th-graders who reported using a computer at home, by selected student and school characteristics: 2015. NOTE: Includes ...

sites.ed.gov/osers/2021/10/iris-center-resources-take-educators-back-to-basics/

And, yes, these resources emphasize a back-to-basics method. Classroom Behavior Management (Part 1): Key Concepts and Foundational Practice s (revised ...

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Free Educational Resources for the Classroom - ED.gov Search Results

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Powered by Bing www.ed.gov/teaching/resources Classroom Resources. Classroom Resources. Free Educational Resources for the Classroom; Stop Bullying Resources; Special Education Resources; Email ... www2.ed.gov/about/offices/list/ocr/docs/back-to-school-binder-elementary-secondary-sept-2021.pdf www.ed.gov/early-learning/resources/ Early Learning Resources. The Special Education National Activities-Parent Information Centers. Is designed to ensure that parents of children with ...

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Safer Schools and Campuses Best Practices Clearinghouse 

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Safer Schools and Campuses Best Practices Clearinghouse 

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We know that getting vaccinated against COVID-19 is the best way to protect yourself and those around you as we begin the 2021-22 school year. When I visited a pop-up vaccination clinic in Topeka, Kansas, I learned again how eager students are to get back to in-person learning for the 2021-22 school year. Please see this great webpage from the Department of Health and Human Services for information on how you can open a pop-up vaccination site at your school or district.

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U.S. Secretary of Education Miguel Cardona laid out his vision for the direction the Department will follow in 2023 to promote academic excellence, improve learning conditions, and prepare our students for a world where global engagement is critical to our nation's standing. In his address, Secretary Cardona remarked that "Raise the Bar: Lead the World" is not a list of new priorities but a call to strengthen our will to transform education for the better, building on approaches that we know work in education. Raise the Bar incorporates three pillars and two strategies within each pillar:

Achieve Academic Excellence through efforts to accelerate learning for every student and deliver a comprehensive and rigorous education for every student;

Boldly Improve Learning Conditions through efforts to eliminate the educator shortage for every school and invest in every student's mental health and well-being; and

Create Pathways for Global Engagement through efforts to ensure every student has a pathway to college and career and provide every student a pathway to multilingualism.

We know that as States and districts pursue the strategies within each pillar, they seek opportunities to share with and learn from each other. The Best Practices Clearinghouse serves as one mechanism for them to do so. The Best Practices Clearinghouse remains focused on student well-being and now aligns that focus with the Raise the Bar pillars.

Over the next year, the Department will provide tools, resources, and assistance to States, districts, and schools to advance the strategies in the Raise the Bar pillars. We invite you as well to submit your best practices related to the Raise the Bar pillars and visit the Best Practices Clearinghouse to find current resources and information on how other States and districts are Raising the Bar to advance educational equity and excellence for all students.

As we move this work forward together, the Department will engage directly with parents and families about what's working, what's not, and what they want to see for their children's education, and we will work to help parents and families be true partners with their child's school. There has never been a more important time for us to intentionally collaborate so that, together, we can prepare our students to truly thrive.

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Dept. of Education Best Practices Clearinghouse

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This collection of best practices provides resources to support the needs of all students to ensure all have access to a high-quality education.

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Everything You Need to Explore Teaching in Indiana

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Everything You Need to Explore Teaching in Indiana

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Everything you need to explore teaching

About Teaching in Indiana

Explore a career that leaves a legacy you can be proud of. Shape the future. Teach.

Number of Teacher Prep Programs

To become a teacher, you'll need the earn a bachelor's degree, complete a teacher prep program, and apply for a professional license. Most states have three main pathways.

Bachelor's + certification

Earn your teaching certificate and your bachelor's degree at the same time.

Earn your license while advancing your education. Many university certification programs offer master's degree options.

If you already have a degree, explore programs for working adults, career changers and more.

Get Your Questions Answered

Sign up for updates, articles and events.

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Everything you need to explore teaching About Teaching in Indiana Explore a career that leaves a legacy you can be proud of. Shape the future. Teach. Number of Teacher Prep Programs To become a teacher, you'll need the earn a bachelor's degree, complete a teacher prep program, and apply for a professional license.

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IDEA and the IEP: From Compliance to PROGRESS

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IDEA and the IEP: From Compliance to PROGRESS

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his course provides an overview of the seven required components of the individualized education program (IEP) as outlined in the Individuals with Disabilities Education Act (IDEA). The course explains how the required components of an IEP are interconnected and critically important for developing high-quality educational programming for students with disabilities, provides tips for developing IEPs that promote progress, and shares resources to learn more. This course is part of a larger series on IEPs. Additional modules will be added over time.

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This course provides an overview of the seven required components of the individualized education program (IEP) as outlined in the Individuals with Disabilities Education Act (IDEA). The course explains how the required components of an IEP are interconnected and critically important for developing high-quality educational programming for students with disabilities, provides tips for developing IEPs that promote progress, and shares resources to learn more. This course is part of a larger series on IEPs. Additional modules will be added over time.

To access this content you will need to log in or register for an account in the PROGRESS Center and NCII Learning Module Library. In addition to the self-paced module, the course includes a collection of resources highlighted in the module as well as a course completion certificate. You will only be able to access the course completion certificate once the module has been completed.

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IDEA and the IEP: From Compliance to PROGRESS

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This course provides an overview of the seven required components of the individualized education program (IEP) as outlined in the Individuals with Disabilities Education Act (IDEA). The course explains how the required components of an IEP are interconnected and critically important for developing high-quality educational programming for students with disabilities, provides tips for developing IEPs that promote progress, and shares resources to learn more.

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The What and Why of Measurable IDEA Annual Goals

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The What and Why of Measurable IDEA Annual Goals

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This course is intended to explain the Individuals with Disabilities Education Act (IDEA) requirements for measurable annual goals and the critical role of measurable annual goals in the development of a high-quality individualized education program (IEP). The course describes the three essential elements of a measurable annual goal, identifies tips for developing measurable annual goals that promote progress, and shares resources for learning more. This course is part of a larger series on IEPs. Additional modules will be added over time.

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This course is intended to explain the Individuals with Disabilities Education Act (IDEA) requirements for measurable annual goals and the critical role of measurable annual goals in the development of a high-quality individualized education program (IEP). The course describes the three essential elements of a measurable annual goal, identifies tips for developing measurable annual goals that promote progress, and shares resources for learning more. This course is part of a larger series on IEPs. Additional modules will be added over time.

To access this content you will need to log in or register for an account in the PROGRESS Center and NCII Learning Module Library. In addition to the self-paced module, the course includes a collection of resources highlighted in the module as well as a course completion certificate. You will only be able to access the course completion certificate once the module has been completed.

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The What and Why of Measurable Annual Goals

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This course is intended to explain the Individuals with Disabilities Education Act (IDEA) requirements for measurable annual goals and the critical role of measurable annual goals in the development of a high-quality individualized education program (IEP). The course describes the three essential elements of a measurable annual goal, identifies tips for developing measurable annual goals that promote progress, and shares resources for learning more.

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Path to PROGRESS: Developing and Implementing High-Quality IDEA Educational Programs

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Path to PROGRESS: Developing and Implementing High-Quality IDEA Educational Programs

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This course is intended to encourage reflection on the larger purpose of ​the Individuals with Disabilities Education Act (IDEA) and provide a brief introduction to the PROGRESS Center’s approach to promoting progress for students with disabilities by developing and implementing high-quality educational programming that meets procedural, substantive, and implementation requirements and ensures that students with disabilities have access to free appropriate public education in the least restrictive environment as outlined by IDEA.​

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Path to PROGRESS: Developing and Implementing High-Quality Educational Programs | Progress Center

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IDEA: The What and Why of Present Levels of Academic Achievement and Functional Performance (PLAAFP)

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IDEA: The What and Why of Present Levels of Academic Achievement and Functional Performance (PLAAFP)

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The What and Why of Present Levels of Academic Achievement and Functional Performance (PLAAFP) | Progress Center

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This course is intended to explain the Individuals with Disabilities Education Act (IDEA) definition of present levels of academic achievement and functional performance (PLAAFP) statements, explain the critical role of the present levels statement in the development of a high-quality individualized…

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This course from the National Center on Intensive Intervention provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.

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Introduction to Intensive Intervention | Progress Center

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Superintendent of Schools
David Maugel
dmaugel@diocesefwsb.org
o: (260) 399-1441, ext. 4102
m: (260) 215-1041

Assoc. Supt. of Schools
Jeff Kieffer
jkieffer@diocesefwsb.org
o: (260) 399-1441
m: (765) 499-3364

Administrative Assistant to Superintendent
Karen De Rose
KDeRose@diocesefwsb.org
o: (260) 422-4611, ext. 3316

Administrative Assistant to Superintendent
Jessica Beckman
jbeckman@diocesefwsb.org
o: (260) 422-4611, ext. 3322

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ADAC, A New IDEA in the Hoosier State, Indiana statewide IDEA training, 10.2021

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ADAC, A New IDEA in the Hoosier State, Indiana statewide IDEA training, 10.2021

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ADAC, A New IDEA in the Hoosier State, Indiana statewide IDEA training, 10.2021

# data[].attributes.headline
ADAC IDEA-Funded Services Access Action Plan fillable

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ADAC IDEA-Funded Services Access Action Plan fillable

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ADAC IDEA-Funded Services Access Action Plan fillable

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Federal Register SUMMARY.INDEX non-public school IDEA regulations

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Federal Register SUMMARY.INDEX non-public school IDEA regulations

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Federal Register SUMMARY.INDEX non-public school IDEA regulations

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Non-Public School Meeting on Special Needs

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Non-Public School Meeting on Special Needs

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Verification of Medical Disability / Chronic Health Issue, ADD / ADHD, Communication or Language Disorder, Autism Spectrum Disorder

# data[].attributes.subject
Verification of Medical Disability / Chronic Health Issue, ADD / ADHD, Communication or Language Disorder, Autism Spectrum Disorder

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Superintendent of Schools
David Maugel
dmaugel@diocesefwsb.org
o: (260) 399-1441
m: (574) 234-0687

Principal of St. Louis Academy, New Haven
Vanessa Diller
vdiller@stlouisacademy.org
o: (260) 749-5815

Ministry with Persons with Disabilities, Deaf, & Jail Ministry
Allison Sturm
asturm@diocesefwsb.org
o: (260) 399-1452

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University of Saint Francis Faculty Member

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University of Saint Francis Faculty Member

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Assistant Professor, Director of Special Education, & Division of Education
Dr. Juanita Oberley
joberley@sf.edu
o: (260) 399-7700, ext. 8427