Final Thoughts Implementing the IEP Paper For this assignment answer the following questions with 200 words per question. Attached are resources to help At

Final Thoughts Implementing the IEP Paper For this assignment answer the following questions with 200 words per question. Attached are resources to help Attain Ideas from the Implementing IEP document and What makes an effective advocate complete the questions Which ideas presented in the course did you find to be most valuable? How do you plan to implement them into your daily practice?Write a summary or definition of what an advocate means to you.What elements, strategies, and/or mindsets do you feel are most important to successfully advocating for your students? CE Credits Online
MODULE 5: Implementing the Plan
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MODULE 5 OVERVIEW
This module will explore what happens after the IEP is developed and how to ensure that it
is being implemented adequately. We begin by looking at ways to collect data and to create
a data collection tool. Then, we further explore Functional Behavior Analysis and Behavior
Intervention Plans and how we use them in schools.
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MODULE OBJECTIVES
• Develop an understanding of the most effective ways to determine whether or not a plan is
being implemented effectively
• Identify resources and personnel who can assist in the process of collecting and analyzing data
• Create a data collection system
• Create and implement a Functional Behavior Analysis and Behavior Intervention Plan
• Familiarize themselves with special needs alternatives within their own school districts
• Understand when it is appropriate for a school district to fund a non-public placement for a
special needs student
• Explore each of the legal options for dispute resolution
• Understand the differences between resolving disputes under IDEA and 504 Plans
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IMPLEMENTING THE IEP
After the IEP has been created, now what? It is your job as an educator to
ensure that your students’ IEPs are being met. It will take a lot of collaborating
and organization to ensure that their plan is being followed.
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WHAT HAPPENS NEXT?
After the plan has been written, you may be wondering what you can do next
to ensure that the child’s needs are being met and the plan is being followed.
Here are a few suggestions:
• Assure all providers are informed about their responsibilities
• Create a way to gather data that is easy to use
• Update present levels of progress (PLOP) often; keeping track of this
regularly will make inputting it into the IEP easier, and make it easier to
report progress to parents
• Revisit goals and objectives to ensure they are being worked on and are
still appropriate
• Create a list of accommodations & supplementary aids and services that
is readily available to all teachers and service providers
• Check in on behavior interventions and plans
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Because progress is typically reported each
quarter, it’s imperative to collect data in an
organized way that is easy to do.
Some ways to collect data are:
• using data collection sheets
• grades from curriculum based
assessments
• formal and informal inventories
• observational notes
• portfolio of work samples
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Watch the following video on collecting data in
a Google Document. While you’re watching
think about the following:
VIDEO
• How do you currently collect student data?
• What ways can you change the way you
collect data?
• How would you change the way they collect
data in the video?
Collecting Data
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Reporting Progress
• Typically, IEP teams report progress with report cards quarterly.
• When looking at goals and objectives, it’s best to help parents understand that the team
has an entire calendar year to meet the goal.
• There are many ways to report progress besides on the IEP.
RESPONSE TO INTERVENTION:
? An effective online tool is the website for the Response to Intervention Center at
American Institutes for Research.
? We have discussed RTI and its methods in previous sections.
? Data collection is the driving force behind RTI, and is also the driving force behind
progress monitoring for IEP goals.
? This link provides access to resources for RTI progress monitoring: RTI4SUCCESS
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Progress Monitoring
• Explore the section on progress
monitoring for resources to
implement and assess methods of
progress monitoring within your
school on the following website:
Progress Monitoring Tools
• Familiarize yourself with the
methods commonly used within
your school district. This should be
available on your school district’s
website, or by asking your special
educator what tools he or she uses.
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Respond to the the following:
• How do you collect data?
• What ways can you change the way you
collect data?
DISCUSSION
BOARD
• Respond to 2 classmate’s posts adding
ways to enhance their data collection
techniques. What suggestions can you give
them?
• Respond to at least one of your colleagues
with a question, connection, or suggestion.
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What Makes an Effective Advocate?
“Each child is born with potential. We, the adults in that child’s world, must work to make
certain that there are educational opportunities in place that ensure each and every child
will reach that potential.” -Rich Weinfeld & Michelle Davis
Special Needs Advocacy Resource Book
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MODULE 1 OVERVIEW
This module provides the foundation of essential principles in order to
effectively advocate for students with special needs. An emphasis on practical
application of these students fundamental legal obligations within IDEA, ADA,
and ESSA will be covered.
The purpose of this module is to familiarize yourself with IDEA, ADA (education
speci?c), and ESSA. It will also give you an idea of what successful advocates
do to advocate for students and collaborate with school teams and families to
ensure that the child’s needs are met.
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MODULE OBJECTIVES
• Identify the key components of advocacy and what it looks like in the classroom
and beyond the classroom
• Re?ect on one’s individual practices and adjust vision on what advocating for
students means to them
• Review the key concepts in IDEA, ESSA & Section 504
• Understand and explore the differences between an Individualized Education Plan
and 504 plan
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Effective Advocacy in Education
In this presentation, you will identify the essential skills and process necessary to
advocate for this special needs population of students, both inside and outside of
the classroom. We will also de?ne the word advocate in a variety of settings and
establish a working de?nition for this course.
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Think about the following students:
Samantha is a 3rd grade student who scores two years
below grade level in reading. She struggles with decoding,
inferential comprehension, and getting her thoughts on
paper.
Daniel is a 5th grader with superior cognitive abilities but
working on grade-level math skills. In class, Daniel calls
out, seeks adult and peer negative attention, and is often
sent out of the classroom. He gets defensive when
approached about his behavior and has tantrums in the
hallway.
Sound familiar?
What are your next steps?
–
Parent conference?
Internal school meeting?
Formal, documented school meeting with parents?
RTI
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• Think about the previous slide. What
does advocacy look like to you? What
does it mean? Have you ever
considered yourself to be an advocate
for students?
REFLECTION
QUESTION
• Think about the two students. What
would you do? How would you
advocate for their needs?
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Watch the following videos:
Dear Teachers
What is Advocacy?
VIDEO
In “Dear Teachers”, students are explaining what they wish their
teachers knew about them. After watching this video, re?ect
on:
• What resonated with you?
• How might this change your approach as a teacher?
• How would you approach a student that needs to move
while learning?
After watching “What is Advocacy?”, re?ect on:
• What resonated with you?
• What does the word advocacy mean to you?
• How can you be an advocate in your classroom?
• How can you be an advocate outside of the classroom?
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What is an advocate?
Dictionary.com de?nes an advocate as:
? a person who publicly supports or recommends a particular cause or policy
The Special Needs Advocacy Book de?nes an advocate as:
? a person who has a high degree of skill and knowledge about education and gives
expert advice about this ?eld for the purpose of supporting children. (Weinfeld &
Davis)
For this course, we will talk about advocacy and the ways to better advocate for
students. As you go through this course, you will learn what it looks like to be an
advocate in the classroom and beyond.
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What is an advocate?
Although we have chosen to call ourselves advocates, people who work with children and
their families may be referred to as consultants, experts or advocates.
As de?ned by Farlex, 2007, in the Special Needs Advocacy Resource Book:
Consultant: A person who gives expert or professional advice
Expert: A person with a high degree of skill in or knowledge of a certain subject. Having,
involving, or demonstrating great skill, dexterity or knowledge as the result of
experience or training
Advocate: to speak, plead, or argue in favor of. One that argues for a cause; supporter
or defender
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Advocacy in Education
In the ?eld of education, advocates are often referred to as people who work with
children and their families to help them get the appropriate educational supports.
As a teacher, you are an advocate for every student in your classroom. You are on
the front line, you see them every day at school. You know their strengths, their
needs and their personalities. It’s your job to effectively advocate for them and to
be there to get them what they deserve.
So what does advocating for children look like in your classroom? In your school?
In your community? Throughout this course, you will learn how to be an effective
advocate for all students, all types of learners, those who are struggling and
those who are exceeding.
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What does advocacy in the
classroom look like?
• gathering data
• looking for strengths and needs
• collaborating with parents and families
• reviewing records
• observing
• taking necessary steps to gather resources to
best meet student needs
• meeting with specialists
• knowing school and community resources
available
• adjusting your classroom and your teaching
practices to better meet the needs of your
students
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The Roles of Effective Advocates
? know and understand the rights of children and the school system
responsibilities under the laws governing the education of children
? observe students looking speci?cally for areas of strength and areas of need
? participate with teams to better understand the needs of a child and whether a
disability exists
? participate with teams to help create a school plan to address the needs of the
child
? make recommendations and monitor the implementation of educational
strategies based on a student’s strengths and needs
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The Roles of Effective Advocates
If you aren’t currently working in the classroom, you may also be responsible to:
? help parents navigate the school system’s procedures to secure school services and
placement
? link parents and teachers with a variety of community resources and supports
? monitor legal issues and provide intervention when rights are violated to ensure that
the child will receive the ?nest educational experience possible
? stay current about federal and state laws, policies of local school systems, current
research regarding special education practices and both community and school
resources
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Discussion Board:
? Introduce yourself to your colleagues. Include
your name, title, location, number of years in
education, and what you hope to learn or take
away from this course.
DISCUSSION
BOARD
? Re?ect on what advocacy means to you. What
resonated with you? How might we apply the
idea of advocating for students to our daily
practices?
? Finally, respond to one of your colleagues by
sharing a connection or reaction to their
thoughts on how they can be a better advocate
for their students.

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