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Notes from 308 class on 3/16/16  Individualized family service plans: applies only to children with disabilities aged birth – 3 years.  Individualized education plans o Drive the education and programming of any student with a disability. o Are legal documents, and should be treated as such o Confidentiality is IMPORTANT o Are updated on an annual basis o Should be data-driven and objective o Should be INDIVIDUALIZED  The major parts of an IEP o IEP signatures o Procedural safeguard notices  Includes the right of families to  Participate in all meetings  Examine all educational records  Obtain al independent educational evaluation of the child.  Parents have the right to written notice when the school proposes to change or refuses to change the identification, evaluation or placement of a child. o Special consideration o Present levels of academic achievement and functional performance o Transition services  Included in the IEP when a student is turning 14  Post-secondary goals  Employment goals  Independent living goals o Participation in state and local assessments  The traditional PSSA with or without accommodations  Presentation  Response  Setting  Timing o Goals and objectives  Based on identified needs from present levels  3-5 goals are ideal  Annual goals: the expected achievement in a year’s time, based on where the student is currently performing  Objective: the steps in which the student will work toward their annual goal; only required of students who take the alternative PASA tests  In PA, for students who are taking the PASA, we write only annual goals  For students taking the PASA, you must write both annual goals and short term objectives for each annual goal  Goals must be measurable  Four parts to a goal  Condition  Name  Behavior  Criteria