Individual Education Plans. A highly qualified special education teacher will be responsible to monitor Individual Education Plans (IEPs) and supervise the implementation as written. A special education teacher will provide services in an inclusion or a pull-out model depending on the degree of accommodation necessary to meet the student's needs. These services will be delivered by a special education teacher or licensed provider, with supporting para-educator(s) as allowed by the IDEA and the ESEA. The special education teacher will consult with the general education staff to utilize effective classroom accommodations, adaptations and modifications. The continuum of settings and services will be provided at the Academy, including general education classes, resource classes, and provisions for supplemental services, such as resource services, itinerant instruction provided in conjunction with the general classroom, classroom aides, replacement curricula, behavioral supports, etc. The Academy will provide as needed supplementary aids and services such as resource services and itinerant instruction, adaptations, assistive technology, extended school year, replacement curricula, behavioral supports and transportation (even if others are not transported), for special education students when the student's IEP requires it as a result of the multi-disciplinary team decision. In determining appropriate settings and services for a student with a disability, the IEP team shall consider the student's needs and the variety ofalternate placements and related services available to meet those needs. The Academy may contract with private providers for the provision of related services. Services may be provided by a licensed therapist, who may use a para- educator for support. In the rare event that the IEP team determines that the student's academic needs cannot be met onsite, the Academy may contract with other agencies to provide those services. For all special education students, the Academy will develop, review and revise IEPs in accordance with state and federal laws. The Academy will adhere to the IDEA Procedural Safeguards and FERPA to assure protection of student and parent rights to a free, appropriate public education, including the confidentiality protections and the special services referral process. These rights are provided under the IDEA; the Elementary and Secondary Education Act (ESEA), reauthorized as the No Child Left Behind Act (NCLB); and Section 504 of the Rehabilitation Act re...
Individual Education Plans. To the extent required by law, Customer is responsible for providing any required services to support a student’s IEP consistent with the legal requirements for serving students with special needs in a virtual school.
Individual Education Plans. Individual Educational Plans (IEP’s), to include an annual IEP meeting with the student’s family. Students with disabilities will be educated in the least restrictive environment, and will be segregated only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Those students, whose needs cannot be adequately addressed at the School, as determined by the IEP team, will be referred to an appropriate placement within the District. Parents of students with disabilities will be afforded procedural safeguards in their native language, consistent with the manner that those safeguards are provided in the District’s traditional schools or using the District's materials. Unless the School is specifically for students with disabilities, the School shall not request through the School's application a student's IEP or other information regarding a student's special needs, nor shall the school access such information prior to the enrollment lottery. Upon enrollment, or notice of acceptance sent to the student, the School may request from the District information related to the student's program and needs, including the student's most recent IEP, which shall be provided within 10 days. Similarly, upon a student’s enrollment in another public school in the District and receipt of request for records, the School shall provide the records to the requesting school within 10 days. If the School believes, upon review of the IEP, that the student's needs cannot be met at the School an IEP meeting shall be convened within 30 days. The Sponsor shall be invited to and may attend the meeting, at which time the IEP team shall determine whether the School is an appropriate placement for the student. A representative of the Sponsor shall be invited to participate in all IEP meetings. The Sponsor retains the right to determine whether or not to send a representative to such meetings.
Individual Education Plans. Participation in the preparation of Individual Education Plans will be facilitated for Education Assistants at cost to the Board.
Individual Education Plans. (IEP) DEVELOPMENT
Individual Education Plans. To the extent required by law, Customer/Licensee is responsible for providing any required services to support a student’s consistent with the legalrequirements for serving students with special needs in a virtual school.
Individual Education Plans. To best meet the needs of all students, school boards will consider a number of factors when establishing class lists, including the workload related to IEPs.
Individual Education Plans. IEP/IFSP
Individual Education Plans. All students participating in the program have an Individual Education Plan that details goals with reference to the strengths and issues for participation and the plan for how these will be addressed by the programs.
Individual Education Plans. Students with Individualized Education Plans 24 (IEP) will not be exempted from School District standards. SRA, with the aid of the District, 25 shall provide reasonable accommodations regarding the manner in which students with IEP’s are 26 taught and assessed as set forth below. 27
