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http://www.fldoe.org/

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https://sites.ed.gov/idea/

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* The Local Education Agency Representative

* General Education Teacher

* Special Education Teacher

* Evaluation Specialist

* The parent must be invited to the meeting but is not required to attend. If the parent gives the school permission to proceed without him/her, the other members can conduct the meeting.

* The student should begin to attend his/her IEP meeting by the age of 14 or before, if appropriate.

Other members can include the speech and language pathologist, occupational therapist, counselor, or any other school staff that will provide input.

* Parents can bring whoever they would like to the meeting.

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Developmental assessments

Screening tests

Individual intelligence tests

Individual academic achievement tests

Adaptive behavior scales

Behavior rating scales

Curriculum-based assessments

End-of-grade, end-of-course, and alternate assessment

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Help Parents Gain a Better Understanding of the IEP Process

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Help Parents Gain a Better Understanding of the IEP Process

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Guidelines to Increase Parent Involvement in the IEP Development Process

Educators must have frequent, honest communication with parents,

Create an inviting, welcoming environment for parents,

Offer parent workshops about the IEP process, student advocacy and collaboration,

Provide in-service to staff on collaboration, problem solving, conflict resolution and parent involvement,

Prior to meeting, solicit information from parents about preferences and needs regarding conference, including concerns they would like to address at the meeting.

Make sure to listen and respect ideas, opinions and suggestions of parents and incorporate these into the IEP, when appropriate,

If parents are not able to participate in person, make an effort to have them participate via phone or Internet.

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Developing Appropriate Goals and Objectives for the IEP

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Developing Appropriate Goals and Objectives for the IEP

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Annual goals must:

be measurable.

tell what the student can reasonably accomplish in a year.

relate to helping the student be successful in the general education curriculum or address other educational needs resulting from the disability.

be accompanied by benchmarks or short-term objectives.

It is recommended to use the SMART acronym for developing appropriate goals,
Specific
Measurable
Attainable
Relevant
Time Limited

Statements should use precise behavioral goals that are observable and measurable and provide a basis for being able to evaluate a student.

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Goals and Objectives and Curricular Design

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Goals and Objectives and Curricular Design

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Co-teaching Models

Supported Teaching: one co-teacher is the lead teacher and the other walks around the room during instruction

Parallel Teaching: both co-teachers are leading separate groups

Complementary Teaching: one co-teacher typically has the expertise and the other co-teacher complements the instruction of the lead teacher

Team Teaching: both co-teachers are equally engaged in the delivery of instruction.

Pros of Co-Teaching

Creates effective, fun learning

Teachers can use their knowledge effectively together

Keeps co-teacher involved in class

Allows for shared ideas including enrichment and differentiation

Breaks up the monotony of one person doing all instruction

Creates many spontaneous teachable moments

Cons of Co-Teaching

Co-teachers must get along, and avoid conflict

Requires supporting and carrying 100 percent of the load by both teachers

Both teachers may have to be equally involved in the planning, grading, correcting, and supporting in the classroom

Unless teachers have become use to co-teaching together, planning may take a long time

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Roles and Skill Sets of Special Education Teachers

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Roles and Skill Sets of Special Education Teachers

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Evidence-based intervention

Subject knowledge

Instructional strategies across subjects

Direct instruction

Proficiency and mastery

Differentiation

Adaptations (accommodations and modifications)

Differentiation strategies

Cultural relevance

Learning strategies instruction

Peer-tutoring models

Academic engaged time

Behavioral Supports

Behavior and classroom management

Positive behavioral supports

Self-management instruction

Cultural considerations

Functional behavioral assessment

Behavior intervention planning (BIP)

Data-based decisions

Effective decision-making

Data analysis

Skills assessment

Curriculum-based assessment

Eligibility for special education

Collaboration

Professional communication

Collaborative teaching

Parent-school partnerships

Cultural and linguistic considerations

IDEA tenets and regulations

State and district referral and assessment processes

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Essential Factors that Contribute to a Positive Learning Environment

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Essential Factors that Contribute to a Positive Learning Environment

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Sense of community

Personal territory

Authentic motivation

Classroom flexibility

Environmental acknowledgment

Flexible seating and working areas

Barrier-free

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Inclusion Models

In-Class Consultation: supports the general education teacher by providing tools, strategies and materials for use with special needs students in their classes.

Support Facilitation: an individual provides a variety of supports, either to students or to the general education teacher, that meets the needs identified through collaborative planning.

Pros to Students with Disabilities

Friendships

Peer role models for academic and social skills

Greater access to the general curriculum

Higher expectations

Increased community feel for the parents

Pros for Students without Disabilities

Increased appreciation for individuals' differences

Respect for all people

Opportunities to teach skills already mastered

Opportunities for various educational resources

More teachers in the classroom to provide assistance

Cons for Students with Disabilities

Less one-to-one attention

Students can have trouble adapting

Environment allows for more distractions

Student may feel singled out

Students may often be paired with one-on-one aids that have little training

Cons for Students without Disabilities

More opportunity to get distracted

More likely to act out because other students are not getting disciplines

More likely to not receive the attention they deserve

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Common Techniques and Approaches Used in Positive Behavior Support

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Common Techniques and Approaches Used in Positive Behavior Support

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Key Practices of Schoolwide Positive Behavioral Interventions and Supports

1. Clear definitions of expected behaviors (i.e., appropriate, positive) are provided to students and staff members.

2. Clear definitions of problem behaviors and their consequences are defined for students and staff members.

3. Regularly scheduled instruction and assistance regarding desired positive social behaviors is provided to enable students to acquire the necessary skills to effect the needed behavior change.

4. Effective incentives and motivational systems are provided that encourage students to behave differently.

5. Staff commit to implementing the intervention over the long term and to monitoring, supporting, coaching, debriefing, and providing booster lessons for students, as necessary, to maintain the achieved gains.

6. Staff receive training, feedback, and coaching in the effective implementation of the system.

7. Systems for measuring and monitoring the intervention’s effectiveness are established.

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RTI is a multi-level approach that is made of the following components:

Universal screening: All students are given a screening measure. Students at risk for academic failure are identified.

Tier 1: Students receive effective, research-validated instruction in the general education setting. Student progress is monitored on a weekly basis.

Tier 2: Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional. Student progress continues to be monitored.

Tier 3: Students whose progress is still insufficient in response to Tier 2 instruction may receive even more intensive instruction, which can be provided in a variety of ways. Then students may qualify for special education services based on the progress monitoring data, or they may receive either an abbreviated or comprehensive evaluation for the identification of a learning disability.

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Accommodations and modifications are allowable changes in educational environments or practices (i.e., supports or services) that help students overcome the barriers the disability imposes.

Accommodations

do not change the expectations for learning

do not reduce the requirements of the task

Modifications

do change the expectations for learning

do reduce the requirements of the task (e.g., reduce number of items, alternate assignments, lower-level reading assignments)

Accommodations are generally grouped into four categories: presentation, response, timing and scheduling, and setting.

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The Individuals with Disabilities Education Improvement Act of 2004 (IDEA ’04) defines an assistive technology device as “any item, piece of equipment, or product system, that is used to increase, maintain, or improve the functional capabilities of a child and specifically excludes a medical device that is surgically implanted or the replacement of such device” (e.g., a cochlear implant). Assistive technology, therefore, might be something as complex as a hand-held electronic magnifying instrument or as simple as a specialized rubber pencil grip.

IDEA ’04 defines an assistive technology service as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.”

Assistive technology supports and services that are specified in the federal definition of assistive technology services include:

Evaluating the student’s need for a device

Buying, leasing, or acquiring the device

Selecting, fitting, adapting, repairing, or replacing the device as needed

Coordinating the services for a student who uses a device (e.g., therapies, education)

Providing training or technical assistance to the student, family, teachers, or others involved in the use of the device.

Assistive Technology improves the functional performance of an individual with a disability.

Students can utilize assistive technology to:

Communicate

Perform academic tasks

Participate in social and extracurricular activities

Move or travel around the school

Use proper seating and positioning

Access materials

Examples of assisitve technology

slant board

magnifier

reacher

calculator

computer

amplification system

alternative keyboard

Specialized writing tools

Pencil grips

Planners

Raised-line paper

Highlighting pens and tape

Non-slip material

Rubber stamps

Adapted feeding tools

Tape recorders

Digital recorders

Calculators

Manual wheelchair

Portable keyboard

Timer

Spellcheck

Audio books

Alternative keyboard

Word Processing software

Word prediction software

Communication devices

Computers

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National Center on Accessible Educational Materials

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National Center on Accessible Educational Materials

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http://aem.cast.org/navigating/assistive-technology-resources.html#.WiwRP0qnHIU

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Assistive Technology

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Autism Support of West Shore. (2014). Retrieved from

https://www.asws.org/WhatisAutism.aspx

Centers for Disease and Control. (2015). Retrieved from

www.cdc.gov/ncbddd/developmentaldisabilities/features/birthdefects-dd-keyfindings.html

IDEA Partnerships. (2014). Retrieved from

http://www.ideapartnership.org/topics-database/idea-2004/idea-2004-part-b/1397-definitions-of-disability-terms.html

The IRIS Center. (2010). Accommodations: Instructional and testing supports for students with disabilities.

Retrieved from https://iris.peabody.vanderbilt.edu/acc/

The IRIS Center. (2010). Assistive Technology: An Overview. Retrieved from

https://iris.peabody.vanderbilt.edu/module/at/

The IRIS Center. (2006). RTI (part 1): An overview. Retrieved from

https://iris.peabody.vanderbilt.edu/module/rti01-overview/

National Center on Deaf-Blindness. (2008). Retrieved from

https://nationaldb.org/library/page/1934

Project IDEAL. (2013). Retrieved from

http://www.projectidealonline.org/v/emotional-disturbance/

Reynolds, T., Zupanick, C.E., Dombeck, M. (2013). Mentalhelp.net. Retrieved from

https://www.mentalhelp.net/articles/onset-and-prevalence-of-intellectual-disabilities/

Stanberry, K., (2014). 6 ways to boost confidence and reduce frustration with the IEP process.

Retrieved from understood.org

World Health Organization. (2017). Retrieved from

http://www.who.int/mediacentre/factsheets/fs300/en/

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Concept map on Functional Academic Skills

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Concept Map
https://prezi.com/view/GyVplaGpz8ery88QiElH/

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Florida Post Secondary Education Guide

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My Career Shines System: Plan Your Future

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Skip to Content

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Start your future today. Discover your interests. Explore careers. Make a plan for education. It all starts here!

Become An American Graduate

The American Graduate, Getting to Work initiative works with community partners to create a space for students and parents to learn more about the career and college resources available to them.

Make Your Next Move

Check out My Next Move, an assessment tool offered by the U.S. Department of Labor. Explore careers by keyword, industry or interest.

Explore Career Fields

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Plan a Florida Career by Planning a College Curriculum

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We offer comprehensive college curriculum and career planning resources to help you succeed in the state of Florida's increasingly competitive economy.

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National Technical Assistance Center on Transition

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NTACT:C | National Technical Assistance Center on Transition

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The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

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Project 10 Transition Roadmap

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1003.5716 Transition to post-secondary education and career opportunities

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(1)  To ensure quality planning for a successful transition of a student with a disability to postsecondary education and career opportunities, an IEP team shall begin the process of, and develop an IEP for, identifying the need for transition services before the student with a disability attains the age of 14 years in order for his or her postsecondary goals and career goals to be identified and in place when he or she attains the age of 16 years. This process must include, but is not limited to:

(a)  Consideration of the student's need for instruction in the area of self-determination and self-advocacy to assist the student's active and effective participation in an IEP meeting; and

(b)  Preparation for the student to graduate from high school with a standard high school diploma pursuant to s. 1003.4282 with a Scholar designation unless the parent chooses a Merit designation.

(2)  Beginning not later than the first IEP to be in effect when the student attains the age of 16, or younger if determined appropriate by the parent and the IEP team, the IEP must include the following statements that must be updated annually:

(a)  A statement of intent to pursue a standard high school diploma and a Scholar or Merit designation, pursuant to s. 1003.4285, as determined by the parent.

(b)  A statement of intent to receive a standard high school diploma before the student attains the age of 22 and a description of how the student will fully meet the requirements in s. 1003.4282, including, but not limited to, a portfolio pursuant to s. 1003.4282(10)(b) which meets the criteria specified in State Board of Education rule. The IEP must also specify the outcomes and additional benefits expected by the parent and the IEP team at the time of the student's graduation.

(c)  A statement of appropriate measurable long-term postsecondary education and career goals based upon age-appropriate transition assessments related to training, education, employment, and, if appropriate, independent living skills and the transition services, including courses of study needed to assist the student in reaching those goals.

(3)  Any change in the IEP for the goals specified in subsection (2) must be approved by the parent and is subject to verification for appropriateness by an independent reviewer selected by the parent as provided in s. 1003.572.

(4)  If a participating agency responsible for transition services, other than the school district, fails to provide the transition services described in the IEP, the school district shall reconvene the IEP team to identify alternative strategies to meet the transition objectives for the student that are specified in the IEP. However, this does not relieve any participating agency of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency.

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Statutes & Constitution :View Statutes : Online Sunshine

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(1)  To ensure quality planning for a successful transition of a student with a disability to postsecondary education and career opportunities, an IEP team shall begin the process of, and develop an IEP for, identifying the need for transition services before the student with a disability attains the age of 14 years in order for his or her postsecondary goals and career goals to be identified and in place when he or she attains the age of 16 years.

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FLDOE Secondary Transition

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Definition

Secondary transition refers to the process a student with a disability goes through as they move from high school to whatever comes next, including postsecondary education, employment and independent living. In Florida this begins at age 14 or earlier and may not end until 22 for students with significant disabilities.

The term "transition services" or "transition planning" means a coordinated set of activities for a child with a disability that:

Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation

Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests

Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation

Contacts

State Laws and Regulations

The statues and rule referenced below are specific to Secondary Transition. Please refer to the Florida Statutes and State Board of Education Rules - Hyperlinked Index (PDF) for a complete listing of laws and regulations applicable to exceptional student education.

Technical Assistance

Florida Resources

Related Projects

Employment First

Florida became an Employment First state by Executive Order in October, 2013. Employment First is both a philosophy and policy, and means that employment is the first option for all individuals, including those with significant disabilities. Employers and individuals with disabilities can get information from the Abilities Work Web Portal. Employers can also contact the Abilities Work Help Desk at (844) 245-3405 or AbilitiesWorkHD@vr.fldoe.org.

National Resources

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Secondary transition refers to the process a student with a disability goes through as they move from high school to whatever comes next, including postsecondary education, employment and independent living. In Florida this begins at age 14 or earlier and may not end until 22 for students with significant disabilities.

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Understanding the 14 Special Education Categories

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Understanding the 14 Special Education Categories

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For students with learning and attention issues, two IDEA conditions are the most relevant: “specific learning disability” and “other health impairment.”

Conditions like dyslexia, dysgraphia and dyscalculia would fall under the “specific learning disability” category.

“Other health impairment” can cover ADHD.