| A | B |
|---|
| IEP team | parents,classroom teacher,special ed teacher,an adminstrator, a parent advocate if requested, the child with a disability whenever appropriate |
| individualized transition plan | for students age 16 and older,how the educational program will support the child's transition from school to adult life |
| continuum of services | a range of placement and service options to meet the students needs ranging from gen ed class to homebound or hospital program |
| inclusion | educationg students with disabilities in general ed classrooms |
| resource room | a special ed teacher provides services to a student for a period or two, but spends the majority of their day in a regular ed class |
| residential facility | student receives special education and related services from staff in a residential facility in which children receive care 24 hours a day |
| RTI | provides early intervention in the form of scientifically validated instruction to children who are at risk for school failure |
| first step in RTI | suggestions made to classroom teacher by the intervention team to address teachers concerns-if that works, process stops.otherwise continue to next step |
| second step in RTI | child is referred for MFE which must use a variety of assessment tools and strategies and cannot discriminate on basis of race, culture, language or gender |
| eligibility determination(part of 2nd step) | child is eligible for disabilty leads to IEP team. not eligible-no special ed is needed**child is not considered disabled and eligible for special ed if learning problems are the result of lack of instruction in reading or math or limited English profieciency |
| third step: IEP meeting | an IEP meeting is convened to develop an program with measurable annual goals, statement of services to be received,whether the child will participate in state-wide testing, a behavior intervention plan if needed, transition services and planning |
| 4th step(part of IEP meeting) | placement in least restrictive environment |
| 5th step | implement IEP in least restrictive environment |
| 6th step | progress monitoring-annual review held every year to discuss child's progress and continued need for services..every THREE years, a re-evaluation (MFE)must be conducted |
| annual review | meeting held once a year to evaluate students progress on their IEP goals |
| reevaluation | every 3 years, an MFE is completed to determine if the student still needs special education |
| collaboration | teachers are better able to diagnose and solving learning and behavior problems when they work together; 3 ways are coordination, consultation and teaming |
| teaming | a group of people working together for the benefit of a child with special needs..includes co-teaching, TA's working in regular classrooms;etc..a team approach involving everybody working with that child |
| types of co-teaching | one teaching/one helping; parallel teaching;station teaching;alternative teaching;team teaching |
| 1st component of IEP | must include present levels of academic functioning including a statement of how the child's disabilty affects them |
| 2nd component | statement o measurable annual goals |
| 3rd component | how and when the childs progress towards meeting their goals will be measured |
| 4th component | statement of special ed services child will recieve including related services and assistive technology |
| 5th component | an explanation of the extent, if any, that the child will not participate in the regular class |
| 6th component | testing and program modifications |
| 7th component | projected date for beginning of servicess, and the frequency, location and duration of those services |
| 8th component for students age 16 and older | transition from school to life services |
