Writing an academic success plan form

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Writing an academic success plan form

Introduction The post-school success rates writing an academic success plan form students who have learning disabilities, as a group, have not been what we would all hope even though many individuals have been highly successful. A recent focus on greater school responsibility for the post-school life of students who have disabilities has resulted in new transition requirements.

The purpose of this discussion is to present a different approach to writing IEPs, with special attention to the transition component This approach results in IEPs which, unlike most IEPs, are both educationally useful and legally correct.

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The IEP process and product frequently have been distorted beyond recognition. The purpose of this discussion is to show how the IEP process can work to produce IEPs that are both educationally useful and legally correct.

writing an academic success plan form

The essence of legal correctness is that the IEP is tailored precisely to all the unique needs of the individual student. The core of educational utility is that the IEP spells out precisely how the school district will address each and every unique need and how it will determine whether and when a change in strategy or service is required.

The IEP process must determine: These transition concerns and processes are a special focus of this discussion. The Practice Most IEPs are useless or slightly worse, and too many teachers experience the IEP process as always time consuming, sometimes threatening, and, too often, a pointless bureaucratic requirement.

The result is a quasi-legal document to be filed away with the expectation it won't be seen again except, heaven forbid, by a monitor or compliance officer. The point of the IEP exercise seems to be to complete the given form in a way that commit the district to as little as possible, and which precludes, as much as possible, any meaningful discussion or evaluation of the student's real progress.

Parents too often experience the IEP process as an overgrown parent-teacher conference in which the school personnel present some previously prepared papers and request a signature.

They may be told a few things about some "rights. They are frequently given false and outrageous distortions such as, "We the district don't provide individual tutoring"; or "Speech therapy is always done by the regular classroom teacher and the speech therapist provides consultation services to her"; or "We are a full inclusion school and have no special classes or resource rooms because we don't believe in pull-out programs.

writing an academic success plan form

The first step toward that end is for the district to provide an appropriate time and place for the IEP meeting, The place should be physically comfortable and the meeting time and length appropriate.

The law requires the meeting be at a mutually agreed on time and place. Too often parents are not aware they have any say in either. Districts must also be careful to avoid unrealistically short meetings, especially for initial, complex or disputed IEPs.

The only legitimate focus of an IEP meeting is on the special needs of the student and how those are to be addressed. There may be a temptation for district personnel to sidestep into policy explanations or justifications or into what the parents have done or not done.

If the student is not present at the IEP meeting a strategically placed photo of the youngster can serve to help all participants stay focused on the needs of that student.

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Many IEP meetings lose this essential focus and wander, becoming inefficient and frustrating for all. The single most important principle of the IEP process is that the school must appropriately address all the student's unique needs without regard to the availability of needed services.

Parents were supposed to be grateful for anything at all that was provided. The primary purpose of the law was to turn that squarely around and entitle the student who has a disability to a free appropriate education individually designed to meet her or his unique needs.

Educators who have entered the field in the last twenty years lack this historical perspective and too easily revert to the pre-IDEA mentality of trying to stretch existing programs and services to fit the students.

Instead they must start with the student and design services to fit the student's needs, however unique they may be. The Participants Sometimes parents report that only a teacher was at the IEP meeting; other times a seeming army of district personnel confront them.

The law specifies that in addition to the parent and student if the parent so wishes a teacher of the student and a district representative must be present. Since, in theory, the IEP team is addressing the student's needs above all, it would seem reasonable to select a teacher who knows the student well.

In addition, at least one team member must be qualified by state standards in the area of the student's disability. Students at middle school or high school most often have several teachers.

The law does not require that they all attend, but good special education practice suggests their input should be sought and they most certainly should be informed of the IEP's provisions. The district representative must provide or be qualified to supervise special education, have the authority to allocate district resources, and be able to guarantee no administrative veto of the IEP team's decisions 34 CFR Part Appendix C, These qualifications are the law's way of insuring that the IEP team, and it alone, has the power to determine what services the student needs and, therefore, will receive.

The evaluation team, often called the multi-disciplinary team, determines eligibility, but only recommends services.At Park University, your success is our success.

The Academic Support Center is located in Norrington Hall on the Parkville campus, but our services are free and available to all Park students whether they attend classes in Parkville, at one of our Campus Centers, or online.

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