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Developing the Thread of Educational Benefit Through Writing Compliant IEPs: Part Two

Providing students educational benefit is a foundational component of IEP development and the crossroad between compliance and outcomes for students with disabilities. In recent years, legal cases and federal guidance have outlined IEP decision-making, thought processes, and progress monitoring with creating a reasonably calculated IEP. This training builds on Part One and focuses on developing standards-aligned, developmentally appropriate goals, determining individualized adaptations, and implementing services and supports that support students in meeting their challenging goals. As a result, providing educational benefit through a well-documented, reasonably calculated IEP will positively impact student outcomes, close the achievement gap, and prepare students with disabilities for college, career, and civic life success (See Part One)

Outcomes:

  • Draft standards-aligned and developmentally/linguistically appropriate goals based on the identified need of the student.
  • Understand how identifying needs drives adaptations (accommodations/modifications) for both classroom instruction and testing settings based on the assessment information, IEP team input, and related to the “given what” component of the goals that can be implemented into practice across all educational environments.
  • Determine services and supports that are most appropriate for the student based on the identified needs and provide opportunity for goals attainment.

Local Control Accountability Plan Alignments:

State Standards & Common Core: Implementing California’s academic standards, including Common Cores State Standards in English language arts and math, Next Generation Science standards, English language development, history, social science, visual and performing arts, health education and physics education standards.,

Student Achievement: Improving student achievement and outcomes along multiple measures, including test scores, English proficiency, and college and career preparedness.,

Other Student Outcomes: Measuring other important student outcomes related to required areas of study, including physical education and the arts.

Annual Performance Indicator Alignments:

Indicator 9: Racial/Ethnic Disproportionality,

Indicator 10: Disability Disproportionality,

Indicator 11: Eligibility Evaluation,

Indicator 13: Secondary Transition

 

Any of our Regional Trainings can be given at your school site. These Site-Based Trainings are best suited for larger groups, and locations where a version of this training is not already scheduled.

Site-Based Trainings generally require a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have enough participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.

Contact your SELPA Program Specialist to discuss your professional learning needs, and to schedule any site-based trainings.

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