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Q: How did Endrew F. clarify the standard for determining FAPE and educational benefit?
A: With the decision in Endrew, F., the Court clarified that for all students, including those
performing at grade level and those unable to perform at grade level, a school must offer an IEP
that is “reasonably calculated to enable a child to make progress appropriate in light of the
child’s circumstances.”
Follow-Up: how is reasonably calculated & progress appropriate in light of circumstances a clarification? To me it read as more vague vagaries.

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Behavior and  Goal more kids who really need IEP

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Progress is going to look different for each student based on their individual circumstance and how they learn. This means giving goals that are rigorous based on their current performance not where you necessarily want them to be

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#5: Endrew F just really stood to clarify what "appropriate" means in FAPE which is a generally vague term.

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"Is there anything IEP teams should do differently in response to Endrew?"
It's not clear to me how the answer provided is actually different from IEP team responsibilities as I understand them now. But it doesn't necessarily provide specifics, which is what would really be useful.

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A child with a disability would receive FAPE if their IEP was “reasonably calculated to enable the child to achieve educational benefits.”

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Reason behind the importance of addressing behavioral intervention.

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#16 "appropriate behavioral goals and objectives and other appropriate services and supports in the IEPs of children whose behavior impedes their own learning or the learning of their peers"

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The IEP team is responsible for determining whether a student receives an IEP based on proficiency, progress, and expertise. I wonder if there are students that really need IEPs that aren't receiving one.

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Explains the reasoning behind offering behavioral supports for students- if their behavior impedes their own learning or the learning of their peers.

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"the IEP Team must meet to review and revise the IEP if necessary, to ensure the child is receiving appropriate interventions, special education and related services and supplementary aids and services, and to ensure the IEP’s goals are individualized and ambitious."

How do we audit our CCPCS IEP goals to make sure they are ambitious enough?

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The importance of parent agency in this process...Parent agency needs to be understood within a historical context within CC

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It touches on how to the IEP goals should meet the students where they are but at the same time be challenging enough to master the conceptual skill.