Individualized Education Programs. The State shall develop and/or implement an adequate IEP, as defined in 34 C.F.R. § 300.320, for each youth who qualifies for an IEP. Consistent with the requirements of 34 C.F.R. § 300.323(c), within 30 days of a determination that a youth is eligible for special education and related services, the State shall conduct an IEP meeting to develop an IEP. As part of satisfying this requirement, the State must conduct required re-evaluations of IEPs, adequately provide and document all required instructional services, conduct appropriate assessments and comply with requirements regarding student and teacher participation in the IEP process. Mental health staff shall be involved in development of IEPs of all youth with identified mental illness. Goals and objectives shall be stated in realistic and measurable terms.
Individualized Education Programs. The State shall develop and/or implement an adequate IEP, as defined in 34 C.F.R. §300.320, for each youth who qualifies for an IEP. Consistent with the requirements of 34 C.F.R. §300.323(c), within 30 days of a determination that a youth is eligible for special education and related services, the State shall conduct an IEP meeting and develop and IEP. As part of satisfying this requirement, the State must conduct required re-evaluations of IEPs, adequately provide and document all required instructional services, conduct appropriate assessments and comply with the requirements regarding student and teacher participation in the IEP process. Mental health staff shall be involved in development of IEPs of all youth with identified mental illness. Goals and objectives shall be stated in realistic and measurable terms. Compliance Rating Partial compliance Discussion On May 13, 2008, there were 44 students at BCJJC identified as eligible for special education services. Review of student files, interviews with students, and classroom observations indicated that some students are receiving appropriate services. In general, students were positive about the general and special education instruction they received with several exceptions. Those who spoke positively about their school experience at BCJJC named specific teachers and experiences that they found helpful. In contrast, several students indicated that they refused to work with specific teachers and that school was a waste of time. The 6 IEPs reviewed during the May 2008 site visit were well-written with a few exceptions. IEP team meetings were multidisciplinary and case managers and mental health staff participated. The minutes for the IEP meetings held at BCJJC provided good information about the committee’s decision making and efforts to involve parents and other staff in planning students’ education programs. During this reporting period, several new special education classroom spaces were created. A small room was converted to a second special education self-contained room and students receiving pull-out services now meet with their teacher in a more private location in the area that once served as the school office suite. Discussion with staff and observation of special education classes indicate that the relationship between several teachers and some of students is a problem. Some students refuse services from special education teachers. Recommendations To achieve substantial compliance with this prov...
Individualized Education Programs. The Court shall timely develop, revise as appropriate and/or implement an adequate IEP, as defined in 34 C.F.R. § 300.320, for each youth who qualifies for an IEP.
Individualized Education Programs. The State shall develop and/or implement an adequate IEP, as defined in 34 C.F.R 300.340, for each youth who qualifies for an IEP. Consistent with the requirements of 34 C.F.R. 300.342(b)(2), within 30 days of a determination that a youth is eligible for special education and related services, the State shall conduct an IEP meeting to develop an IEP. As part of satisfying this requirement, DJS must conduct required re‐evaluations of IEPs, adequately provide and document all required instructional services, conduct appropriate assessments and comply with requirements regarding student and teacher participation in the IEP process. Mental health staff shall be involved in the development of IEPs of all youth with identified mental illness. Goals and objectives shall be stated in realistic and measurable terms. Status Xxxxxx School Substantial Compliance (as of June 30, 2008) Cheltenham Youth Facility Substantial Compliance (as of December 31, 2006)
Individualized Education Programs. If an employee is required by his supervisor to participate in a conference, review, evaluation, re-evaluation or meeting as a result of the need to fulfill the provision of I.D.E.A. or other Federal or State Laws or Regulations as may be enacted or amended from time to time, such activity shall be scheduled during the normal work day and work year, where possible. If such work is assigned in writing by the employee's supervisor outside the seven and one-half (7-1/2) or seven hour and forty-five minute work day hour work day, the employee shall be compensated at the rate specified for extended duty or compensatory time, at the Employer's option.
Individualized Education Programs. A. Development of IEP
Individualized Education Programs. 1. In conformity with the intent of the regulations and standards adopted for the implementation of, IDEA no employee shall be evaluated based on student attainment of the goals outlined in any individualized educational program.
