Blog – Page 61 – Partners Resource Network

21 01, 2017

Quote of the Day

kristina@partnerstx.org2017-06-30T15:48:48-05:00

"Congress recognized that the students were not failing -- the schools were failing the students. And all through the 1997 IDEA Amendments, Congress demands that schools begin to do what they have promised that they would do for the past 22 years when they first starting taking the IDEA dollars -- to offer students with disabilities a chance at learning what the schools routinely offer to students without disabilities." Reed Martin, Attorney

Quote of the Daykristina@partnerstx.org2017-06-30T15:48:48-05:00

20 01, 2017

6 Tips to Make Sure Your Child’s 504 Plan Is Being Followed

kristina@partnerstx.org2017-06-30T15:50:35-05:00

Your child’s 504 plan has been set in motion. Is the school delivering what it promised? Use these tips from Understood.org to monitor the situation throughout the year. Know who’s providing your child’s services. The 504 plan should state not only what special services your child will receive but also the name of the person is responsible for it. Try casually asking your child, “Have you worked with Mr. Jones this week?” Your child’s answer may tell you a little—or a lot—about how well the 504 plan is being followed. […]

6 Tips to Make Sure Your Child’s 504 Plan Is Being Followedkristina@partnerstx.org2017-06-30T15:50:35-05:00

19 01, 2017

Comments that Parents Hear: “We have held __ IEP meetings this year. Your child is progressing with the current IEP, so we do not need another meeting.”

kristina@partnerstx.org2019-10-03T12:02:01-05:00

Recall the Law The IEP must include "a statement of the program modifications or supports for school personnel that will be provided to enable the child— (i) To advance appropriately toward attaining the annual goals; (ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities;" 300.320(a)(4) "(a) Development of IEP—(1) General. In developing each child’s IEP, the IEP Team must consider— ... (ii) The concerns of the parents for enhancing the education of their child;" 300.324(a)(ii) "Agreement. (i) In making changes [...]

Comments that Parents Hear: “We have held __ IEP meetings this year. Your child is progressing with the current IEP, so we do not need another meeting.”kristina@partnerstx.org2019-10-03T12:02:01-05:00

17 01, 2017

Are grades based on progress toward IEP goals or mastery of the curriculum?

kristina@partnerstx.org2017-06-30T15:53:05-05:00

https://www.youtube.com/watch?v=gQ9mYEXdOEw&w=500 If a student is receiving instruction in a resource setting, do you determine grades based on progress toward their IEP goals or on progress toward mastery of the curriculum? [rescue_spacing size=”15px”] All students are general education students first. For all students in the state of Texas grades K-12, the state standards are the TEKS. A student’s education setting does not change curriculum standards. Students should earn grades for activities in which they are accessing the standards. […]

Are grades based on progress toward IEP goals or mastery of the curriculum?kristina@partnerstx.org2017-06-30T15:53:05-05:00

16 01, 2017

How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?

kristina@partnerstx.org2017-06-30T15:56:46-05:00

Considerations for grading students with severe cognitive disabilities are the same as for all students with disabilities. The focus of IDEA 2004 is to provide all students access to general curriculum. Students should earn grades based on activities for which they are accessing the standards, not based on progress toward goals and objectives. The expectations for what these students should achieve in the grade-level content may be different from what is required in grade-level achievement standards due to needed modifications; however, the essence of the content at grade level should not change. […]

How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?kristina@partnerstx.org2017-06-30T15:56:46-05:00

16 01, 2017

¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?

kristina@partnerstx.org2017-06-30T15:57:26-05:00

Las consideraciones para calificar (asignar notas) a los estudiantes con discapacidades cognitivas severas son las mismas que para todos los estudiantes con discapacidades. El enfoque de IDEA 2004 es el de proporcionar a todos los estudiantes acceso al currículo general. Los estudiantes deben obtener calificaciones basadas en las actividades para las que están accediendo a los estándares, no en base al progreso hacia las metas y los objetivos. Las expectativas de lo que estos estudiantes deben lograr con respecto al contenido del grado pueden ser diferentes de las que se requiere en los estándares de logro del grado escolar debido a [...]

¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?kristina@partnerstx.org2017-06-30T15:57:26-05:00

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