IEP / IFSP / 504 Basics

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What is the Least Restrictive Environment?

The Individuals with Disabilities Education Act (IDEA) requires that all children with disabilities must be educated in the least restrictive environment (LRE) that is appropriate for them. The spirit of this requirement is to ensure that children are not unnecessarily removed from the regular classroom or isolated from other non-disabled children of their age.

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A Parent’s Guide to Section 504 in Public Schools

This important civil rights law can provide educational benefits to kids with learning disabilities and/or AD/HD in public schools.

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Independent Educational Evaluations

Parents and school personnel are often confused about what constitutes an independent educational evaluation (IEE) and how the evaluation is to be used. This article addresses what constitutes an IEE, the value of an IEE, what the law requires of school districts,

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Parent Involvement in Placement Decisions

Decisions about placement are to be made after the child’s IEP is developed. Parents are members of any team that develops the IEP and decides on placement.

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A Family Guide to Next Steps

A Family Guide to Next Steps: When Your Child In Early Intervention Turns Three – Families Have a Choice. This publication informs families of children receiving services in early intervention in Maryland regarding the next steps for their child and family.

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Members of the IEP TEAM

Whether it’s your first IEP meeting, or you’re a seasoned veteran, we’ve all been at the IEP table, looked around the room and wondered: who are all these people, and why are they at this IEP meeting?

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Resources for Writing IEPs Aligned to Common-Core Standards

A few weeks ago, I hosted a chat on writing standards-based individualized education program goals aligned to common core reading and math standards.

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Understanding the Evaluation, Eligiblity, and IEP Process in Maryland

A guide for parents of students with disabilities, published by the Maryland State Department of Education.

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Five-Day Rule

Maryland law (HB 596) requires school personnel to provide parents with an accessible copy of each assessment, report, data chart, draft Individualized Education Program (IEP), or other document(s) the IEP team or other multidisciplinary education team plans to discuss at that meeting at least five (5) business days before the scheduled meeting. It also requires school personnel to provide parents an accessible copy of the completed IEP not later than five (5) business days after the scheduled meeting.

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Let’s Talk Data—Importance of Data Collection

It’s the start of a new school year. A time of expectations and anxiety for both students and parents. Parents and teachers have met about IEP goals and objectives, placement, class schedules, and the like. New supplies have been purchased and we’re ready to go! But how will we know our students are making progress toward their IEP goals? How will we know how they are doing with the curriculum? The answer is data