# data[].attributes.attachment_link.readable_text
Accessibility Supports - Accommodations - Spread the Word, September 2018

Education is a basic right for all children in the United States. With legislation aimed at the inclusion of all students comes the drive to ensure equitable access to grade-level standards. Academic standards are educational targets outlining what students are expected to learn at each grade level. Teachers ensure that students work toward grade-level standards by using a range of instructional strategies based on the varied strengths and needs of students. For some students, accessibility supports are provided during instruction and assessments to help promote equal access to grade-level content.
Read more about Accessibility Supports - Accommodations. . .

# data[].attributes.attachment_link.description
Education is a basic right for all children in the United States. With legislation aimed at the inclusion of all students comes the drive to ensure equitable access to grade-level standards. Academic standards are educational targets outlining what students are expected to learn at each grade level.

# data[].attributes.attachment_link.title
Spread the Word Written Notice After an IEP is developed (4)

# data[].attributes.headline
What Administrators Need to Know About Special Education

# data[].attributes.subject
What Administrators Need to Know About Special Education

# data[].attributes.attachment_link.title
What Administrators Need to Know About Special Education - Virtual Session

# data[].attributes.body
English Version - Notice of Procedural Safeguards

# data[].attributes.body
Spanish Version - Notice of Procedural Safeguards

# data[].attributes.attachment_link.readable_text
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

# data[].attributes.attachment_link.description
AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

# data[].attributes.body
Parents should receive the case conference notification 5 days prior to the case conference.
Notification must be made before the conference...NOT the day of.

# data[].attributes.body
All communications with the parents, staff, outside agenicies needs to be documented in communications.

*This is very important because when a complaint is made it's the first place the complaint attorney checks. If documentation is current and can prove the complaint wrong, then the complaint is ended there.

# data[].attributes.attachment_link.readable_text
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.

Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

# data[].attributes.attachment_link.keywords[]
policy; privacy; academic records; technical assistance; parent rights; student rights; ferpa

# data[].attributes.attachment_link.title
Family Educational Rights and Privacy Act (FERPA)

# data[].attributes.attachment_link.description
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

# data[].attributes.body
Legally teachers must progress monitor at least four times a year, at the end of each grading period. The progress mointoring is to be turned into data points, printed and sent home to parents. These data points are recorded within the IEP documents. GSSEC checks these every nine weeks.

# data[].attributes.attachment_link.readable_text
As a friend to many emergency personnel, I have learned over many years a little of what it looks like from a first responder's point of view and the sacrifice that comes with the calling to serve the people. The emotional, psychological and phy...

# data[].attributes.attachment_link.description
As a friend to many emergency personnel, I have learned over many years a little of what it looks like from a first responder's point of view and the sacrifice that comes with the calling to serve the people. The emotional, psychological and phy...

# data[].attributes.attachment_link.description
Indiana Disability Resource FINDER gives people living with disabilities 24/7 access to a comprehensive range of community resources designed to improve their quality of life. Let us guide you through your journey in collecting resources for your needs.

# data[].attributes.attachment_link.readable_text
Connecting The Dots

IN*SOURCE exists to help parents of children with disabilities navigate the complicated special education process in the state of Indiana. We help bridge the gap between schools and parents and we strive to connect the dots that become the individual path to success for children with disabilities.

Reaching Out

Our focus has always been on families who have children with disabilities. Now, more than ever, parents of children with disabilities, particularly underserved, low-income, Native American, limited English speaking, parents with disabilities, and parents of incarcerated youth need our services and we strive to reach out to those families to make sure they know we are here and ready to serve them.

19,993 Annual
Connections

6,603 Individuals
Trained

13,342 Assistance
Instances

100% Parents See
Improved Outcomes

Help Us
Help Others

The support you give IN*SOURCE is invaluable and everything you help do to further our mission benefits children with disabilities in Indiana. Consider donating to our organization, becoming an IN*SOURCE volunteer, attending training or reaching out for assistance. We're here to help and we thank you for yours!

# data[].attributes.attachment_link.description
IN*SOURCE exists to help parents of children with disabilities navigate the complicated special education process in the state of Indiana. We help bridge the gap between schools and parents and we strive to connect the dots that become the individual path to success for children with disabilities.

# data[].attributes.attachment_link.readable_text
Welcome to the online application for services available through the Bureau of Developmental Disabilities Services (BDDS). This application is used to apply for waiver services and/or group home placement. If you would like to review additional training and instructions about this application, as well as other BDDS information please visit https://www.in.gov/fssa/ddrs/developmental-disability-services/.

Please note, you will not be able to save your progress and finish at a later time. If you stop working on your application for more than 15 minutes, then the system will timeout and you will need to start a new application. All information must be completed once you begin the application. Please ensure you have all of the required information prior to beginning the application.

To complete the online application the following information is required:

The applicant's name

Social security number

Date of birth

Applicant's current physical address

Mailing address if it is different from the current physical address

Applicant's contact information such as phone and/or email

The age the applicant was diagnosed with a developmental or intellectual disability

Brief description of how the disability affects applicant's daily life

If the applicant is a minor or is an adult that has someone who has been legally designated to help make decisions with/for them the following information will be required:

Name of legal guardian or legal representative

Relationship to applicant

Address of legal guardian or legal representative

Contact information such as phone and/or email of legal guardian or legal representative

BDDS will also gather some additional information that you are not required to answer, however, your answers to these questions can help to improve our services and supports. We do not use your answers to discriminate or to make decisions about your eligibility or access to services. The following information will be asked about the applicant:

If applicant currently has Medicaid and the number (You are not required to have Medicaid in place to apply for BDDS services.)

Gender

Marital Status

Education information

Race/Ethnicity information

Preferred Language

If the applicant has ever been assessed by Vocational Rehabilitation

The individual and/or legal guardian/representative will be asked to check a signature box which will serve as signature to pursue BDDS services. At any time, you can choose to decline services or stop the application process.

Upon completion, please take a moment to review all answers for accuracy prior to submission. Once submitted you will receive a message that the application was successfully submitted along with information on what to expect next. You will also have the opportunity at that time to print or download a copy of the submitted application for your records.

If at any time you need assistance you may contact your district BDDS office. To find your district office go to https://www.in.gov/fssa/ddrs/files/BDDS.pdf.

# data[].attributes.attachment_link.description
Welcome to the online application for services available through the Bureau of Developmental Disabilities Services (BDDS). This application is used to apply for waiver services and/or group home placement. If you would like to review additional training and instructions about this application, as well as other BDDS information please visit https://www.in.gov/fssa/ddrs/developmental-disability-services/.

# data[].attributes.attachment_link.readable_text
New guidance released today from the Department of Education's Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) helps public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline.

These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and build on the Department's continued efforts to support students and schools through pandemic recovery.

"All students deserve to have their rights protected, and schools deserve greater clarity on how they can avoid the discriminatory use of discipline, " said U.S. Secretary of Education Miguel Cardona. "Too often, students with disabilities face harsh and exclusionary disciplinary action at school. The guidance we're releasing today will help ensure that students with disabilities are treated fairly and have access to supports and services to meet their needs - including their disability-based behavior. We also expect that districts utilize the federal American Rescue Plan dollars to build capacity, provide professional learning opportunities for educators and school leaders, and hire additional staff. These resources will also help schools live up to their legal obligations, support an equitable recovery for all our students, and make sure that students with disabilities get the behavioral supports and special education services they need to thrive. "

The new resources reflect the concern, particularly in light of the prevalence of student mental health issues associated with the pandemic, that some students with disabilities are not receiving the supports and services necessary to address their educational needs, including their disability-based behavior.

The guidance makes clear that schools do not need to choose between complying with Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act and keeping their school community - including students and staff - safe.

The new resources include:

In developing today's guidance and resources, the Department drew from experience with enforcing and administering federal laws relating to students with disabilities, including Section 504 and the IDEA. The Department also considered information shared by members of the public in response to the June 2021 Request for Information Regarding the Nondiscriminatory Administration of School Discipline.

Section 504 prohibits recipients of federal financial assistance from discriminating based on disability, and the IDEA guarantees that children with disabilities have available to them a free appropriate public education (FAPE). FAPE emphasizes special education and related services designed to the needs of children with disabilities and prepare them for further education and employment services and independent living.

Supporting Students and Avoiding the Discriminatory Use of Discipline under Section 504

Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 explains that Section 504 requires schools to provide behavioral supports and services to students with disabilities who need them in order to receive a FAPE.

"Today's crucial guidance outlines how schools can effectively support and respond to behavior that is based on a student's disability and could lead to student discipline, in addition to explaining schools' civil rights responsibilities related to disability when administering student discipline" said Assistant Secretary for Civil Rights Catherine E. Lhamon. "We will continue to vigorously enforce federal civil rights laws to ensure that all students have equal access to educational opportunities. "

The new guidance makes clear that providing the individualized services and supports required by Section 504 can help prevent or reduce disability-based behaviors that might otherwise lead to student discipline. Additionally, the guidance:

Outlines how Section 504's requirements to provide a FAPE apply to long-term disciplinary sanctions, such as out-of-school suspensions and expulsions.

Explains Section 504's general nondiscrimination requirements, in the context of discipline, which applies to school staff and to the conduct of everyone with whom the school has a contractual or other arrangement, such as security staff and school police.

Makes clear that Section 504 requires schools to provide reasonable modifications to policies, practices, and procedures when necessary to avoid discrimination.

Section 504 does not prohibit a school from responding to emergency circumstances, such as contacting law enforcement or crisis intervention specialists, or from taking appropriate, nondiscriminatory steps to maintain safety and support students in learning how to be accountable for the impact of their actions on others.

Supporting the Needs of Children with Disabilities and IDEA's Discipline Provisions

Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions and Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders expand upon the 2016 Dear Colleague Letter that included data demonstrating that many children with disabilities, particularly Black children with disabilities, were subjected to high rates of disciplinary removals (such as suspensions and expulsions).

Today's resources underscore that children can experience academic success with an appropriately developed and effectively implemented individualized education program (IEP). IDEA includes specific provisions to address situations in which the behavior of a child with a disability impedes the child's learning, the learning of others, or violates a school's code of student conduct. Importantly, as part of the obligation to provide FAPE, in the case of a child whose behavior impedes the child's learning or that of others, the IEP Team must consider - and include in the IEP - the use of positive behavioral interventions and supports, and other strategies, to address that behavior.

"These resources are intended to assist state educational agencies (SEAs) with supporting local educational agencies (LEAs) and schools in addressing the needs of children with disabilities and equitably and appropriately implementing IDEA, " said Deputy Assistant Secretary for the Office of Special Education and Rehabilitative Services Katy Neas. "These documents can assist students and families in understanding their rights under IDEA and provide SEAs, LEAs, and educators resources to fulfill their obligations to appropriately meet the needs of children with disabilities. Together, we can reduce the use of exclusionary discipline for children with disabilities and ensure every child has access to an educational environment that is nondiscriminatory, supportive, positive, and safe for all. "

Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions discusses how certain school actions, such as informal removals and the use of threat assessments, may result in the denial of FAPE to children with disabilities.

Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders offers evidence-based strategies that early childhood programs, schools, and local educational agencies (LEAs) can use in place of exclusionary discipline or other harmful practices such as restraint or seclusion.

More information about the Department's efforts to assist schools in fostering nondiscriminatory and safe learning environments is available here.

# data[].attributes.attachment_link.title
New Guidance Helps Schools Support Students with Disabilities and Avoid Discriminatory Use of Discipline

# data[].attributes.attachment_link.description
New guidance released today from the Department of Education's Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) helps public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline.

# data[].attributes.body
Take the assessment when you finish these trainings to receive PGPs.

Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle

Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies

# data[].attributes.body
All IEP users need to complete the IIEP Accommodations training. The content features information regarding how the IIEP system differentiates classroom accommodations from state assessment accommodations and outlines where information on state assessment accommodations can be accessed from the IDOE’s website.

After you complete the course, please email your certificate to Michelle at mbaxter@gssec.k12.in.us .

# data[].attributes.attachment_link.keywords[]
indiana department of education: log in to the site

# data[].attributes.attachment_link.title
Indiana Department of Education: Log in to the site

# data[].attributes.attachment_link.title
Section 504 Overview and Procedures.DOCX

# data[].attributes.attachment_link.readable_text
This training is designed to provide information on what new educators need to know about special education law and processes and instructional best practices for the inclusive classroom. Educators will leave with newly acquired knowledge and practical strategies to comply with regulations, engage learners, and promote positive student behavior.
Register for New Educator Institute 2022

Professional Development from IEPRC on your own schedule! Have you ever wanted to attend one of our informative and engaging workshops, but just can't get away? We have another FREE resource created with you in mind! The IEPRC Learning Management System (LMS) is a comprehensive repository of nearly all the workshops and professional development opportunities included in our training catalog (and more).
Click here to get started!

# data[].attributes.attachment_link.description
This training is designed to provide information on what new educators need to know about special education law and processes and instructional best practices for the inclusive classroom. Educators will leave with newly acquired knowledge and practical strategies to comply with regulations, engage learners, and promote positive student behavior.

# data[].attributes.attachment_link.description
Saturday Mornings with the NRCP. Online registration by Cvent

# data[].attributes.body
https://insource.org/get-help/training/calendar/

# data[].attributes.body
Move-in Individualized Education Program (IEP) Meeting Reminders

As the school year begins, it is required that Case Conference Committee (CCC) meetings are held within ten instructional days of enrollment for a student who has been receiving special education in another state or corporation (Article 7: 511 IAC 7-42-5 ). Here are some reminders to help with the development of IEPs for new students:

1. Use Data: Students coming from other districts will have information from previous evaluations and IEPs within Indiana IEP (IIEP). Check the Documents section for previous years' IEPs and evaluation reports.

2. Review Previous Goals: Ensure that annual goals are skill-based and measurable. Transition IEPs must have postsecondary goals written as “I” statements.

3. Review Accommodations: Ensure that classroom and testing accommodations are up-to-date and aligned with the student’s needs.

4. Prioritize the “I” in IEP: Ensure the individualized needs of the student and/or their family are addressed in the development process.

# data[].attributes.body
Assessment Accommodation Webinars

IDOE has released a webinar series regarding assessment accommodations for the 2022-2023 school year. This series includes separate webinars for I AM, ILEARN, and IREAD-3 assessments. Each video identifies new and notable accommodations available for the assessment, tutorials for how those accommodations appear in IIEP, and frequently asked questions and issues related to assessment accommodations.

# data[].attributes.attachment_link.readable_text
Program Information

We all know it. Paraeducators are critical to special education. Many in the special education field are already using the High-Leverage Practices (HLPs) to address the most critical issues in special education.Paraeducators need these practices too-and we got you covered.

In collaboration with the In this Paraprofessional Resource & Research Center and the FREE on-demand, eLearning program designed for paraeducators, you will be introduced to four areas of high-leverage practice: Collaboration, Assessment, Social/Emotional/Behavioral, and Instruction. CEEDAR Center, the Council for Exceptional Children is excited to provide paraeducators with a learning program focused on your unique role as a paraeducator and how that aligns with specific HLPs.

# data[].attributes.attachment_link.title
Effective and High-Leverage Practices for Paraeducators

# data[].attributes.attachment_link.description
In collaboration with the Paraprofessional Resource & Research Center and the CEEDAR Center, the Council for Exceptional Children is excited to provide paraeducators with a learning program focused on your unique role as a paraeducator and how that aligns with specific high-leverage practices (HLPs), to better support students with these effective practices in the classroom every day.

# data[].attributes.attachment_link.description
Starting Off Your Year with Google Note, this course was previously aired but because of its popularity we are running a recording of this session live at this time. The presenter will not be able to address your questions, but our Professional Development team members will be in the chat box to answer any questions you have.

# data[].attributes.attachment_link.title
ICASE 2023_ Thanks for the Complaint! No, Really, Thank You (1)

# data[].attributes.body
This must be completed with parents yearly. It does not have to be during the ACR.

# data[].attributes.attachment_link.readable_text
IDOE Indiana Parent Survey

The Indiana Department of Education (IDOE) is asking for your help with an important survey to learn more about how Indiana families feel about the special education services that schools provide. All survey responses are confidential, and no individual information is disclosed. You do not need to answer a question if you do not want to, and your school will not be able to identify you as a responder to the survey. The results will be totaled and used by the Indiana Department of Education and school districts. Thank you.

# data[].attributes.attachment_link.title
IDOE 2022-2023 Indiana Parent Survey - English

# data[].attributes.attachment_link.description
Please click the link to complete this form.

# data[].attributes.attachment_link.title
Supporting Students across the Autism Spectrum (I-2)

# data[].attributes.attachment_link.title
Embedding Mental Health Practices into Preschool (II-8)

# data[].attributes.headline
Non-Public Students and Special Education Services

# data[].attributes.subject
Non-Public Students and Special Education Services

# data[].attributes.attachment_link.title
Paraprofessional Training Modules: News and Events: Indiana Resource Center for Autism: Indiana University Bloomington

# data[].attributes.body
Paraprofessional Trainings: News and Events: Indiana Resource Center for Autism: Indiana University Bloomington

# data[].attributes.attachment_link.title
Paraprofessional Training Modules: News and Events: Indiana Resource Center for Autism: Indiana University Bloomington

# data[].attributes.attachment_link.readable_text
IRCA Short Clips are quick video snippets on how to create activities for individuals on the autism spectrum.

Included with each video is a materials list and a brief description of what each task is teaching the individual. Designed specifically to use materials you may already have in your home, classroom or can be bought inexpensively at local discount store.

# data[].attributes.attachment_link.title
: Resources: Indiana Resource Center for Autism: Indiana University Bloomington

# data[].attributes.attachment_link.description
This section is a collection of videos from projects sponsored by Indiana Resource Center for Autism.

# data[].attributes.body
This form needs to be completed by the parent after each case conference.

# data[].attributes.attachment_link.readable_text
IDOE Indiana Parent Survey

The Indiana Department of Education (IDOE) is asking for your help with an important survey to learn more about how Indiana families feel about the special education services that schools provide. All survey responses are confidential, and no individual information is disclosed. You do not need to answer a question if you do not want to, and your school will not be able to identify you as a responder to the survey. The results will be totaled and used by the Indiana Department of Education and school districts. Thank you.

# data[].attributes.attachment_link.title
IDOE 2022-2023 Indiana Parent Survey - English

# data[].attributes.attachment_link.description
Please click the link to complete this form.

# data[].attributes.attachment_link.title
Greene-Sullivan - IIEP Walkthrough - TOR Presentation_FINAL

# data[].attributes.headline
Section 504: What Administrators Need to Know

# data[].attributes.subject
Section 504: What Administrators Need to Know

# data[].attributes.attachment_link.title
Section 504 of the Rehabilitation Act of 1973: What Administrators Need to Know

# data[].attributes.headline
Indiana Department of Education Resources

# data[].attributes.subject
Indiana Department of Education Resources

# data[].attributes.body
https://www.in.gov/doe/students/special-education/laws-and-resources/

# data[].attributes.attachment_link.readable_text
To assist your agency in complying with FERPA and PPRA the Department has created a number of model forms and notifications.

Notices to LEAs and SEAs Regarding Responsibilities under FERPA and PPRA

Model Forms:

Regulations

The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).

The U.S. Department of Education (ED) is working with Census to share updates on the 2020 Census.

# data[].attributes.attachment_link.description
To assist your agency in complying with FERPA and PPRA the Department has created a number of model forms and notifications. Notices to LEAs and SEAs Regarding Responsibilities under FERPA and PPRA Model Forms: Regulations The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students' education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).

# data[].attributes.attachment_link.title
IEP System Guides Indiana Director Collab

# data[].attributes.attachment_link.description
Please stand by while Smartsheet is loading.

# data[].attributes.attachment_link.title
Gibson County Special Services - Navigating Special Programs

# data[].attributes.headline
An Overview: Article 7 and the IEP Timeline

# data[].attributes.subject
An Overview: Article 7 and the IEP Timeline

# data[].attributes.attachment_link.title
CASE Building Independence Part 1 Handouts