Responsive collaboration for IEP and 504 teams / Albert Johnson-Mussad and Laurel Peltier.

By:

Johnson-Mussad, Albert [author.]

Contributor(s):

Peltier, Laurel [author.]

Material type: Text

TextPublisher: Thousand Oaks, California : Corwin, 2022Description: xv, 331 pages ; 26 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9781071854624

Subject(s):

DDC classification:

371.90973 J635r 23/eng/20220302

LOC classification:

LC4031 .J54 2022

Contents:

Chapter 1: Introduction -- Chapter 2: Why do we need responsive teams? -- Chapter 3: Referring students and obtaining parental consent -- Chapter 4: Evaluating students and determining eligibility -- Chapter 5: Developing the plan and determining placement -- Chapter 6: After the team meeting: implementing the plan and monitoring progress -- Chapter 7: Additional opportunities for responsive teaming: reevaluations, independent educational evaluations, and manifestation determinations -- Chapter 8: Leading teams through reviews and changes in eligibility -- Chapter 9: Summary.

Summary: "A Handbook for Leading Responsive IEP and 504 Teams is designed to help educators and administrators implement a responsive decision-making process on behalf of students with disabilities. IEP and 504 teams exist because federal regulations require them. The purpose of these teams is to make decisions about eligibility, services and supports, placement, and disciplinary consequences. The team decision-making process affords unique opportunities to build connection and collaboration between educators, establish relationships with community service providers, strengthen the school-family partnership, address inequities, and develop student self-determination. A responsive process is one by which teams start by identifying qualities of the student's unique profile. Next, teams partner to collect and analyze data to support claims and make decisions that optimize the opportunity for excellent outcomes. The result is decisions that fit closely with the documented needs of the student and the requirements of the law. This book will address the ongoing and growing dissonance between schools and families, especially in determining how to educate students with disabilities in partnership. A current pandemic-related challenge is the months-long disruption in learning, which is affecting literally millions of students with disabilities. It is critical at this time that schools, families, and community providers find ways to engage in frank conversations about student strengths, challenges, needs, and services in a way that promotes unity, partnership, and shared problem-solving and support for students. This is the only path toward equitable access to opportunities for excellent outcomes!"-- Provided by publisher.

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Holdings
Item type	Current library	Shelving location	Call number	Copy number	Status	Date due	Barcode
Books	Main Library	Circulation Section	CIR 371.90973 J635r 2022 (Browse shelf(Opens below))	1-1	Available		030533

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Previous								Next
Previous	CIR 371.90941 T882g 2023 A guide to best practice in special education, health and social care : making the system work to meet the needs of children, young people and their families /	CIR 371.90973 C936 2019 Current trends and legal issues in special education	CIR 371.90973 D492 2021 Developing teacher leaders in special education : an administrator's guide to building inclusive schools /	CIR 371.90973 J635r 2022 Responsive collaboration for IEP and 504 teams /	CIR 371.90973 R839r 2022 Reimagining special education : using inclusion as a framework to build equity and support all students /	CIR 371.911 K128i 2023 Inclusive education for learners with multisensory impairment : best practices and research priorities /	CIR 371.911 M225p 2023 Promoting equitable access to education for children and young people with vision impairment : a route-map for a balanced curriculum /	Next

Includes bibliographical references and index.

"A Handbook for Leading Responsive IEP and 504 Teams is designed to help educators and administrators implement a responsive decision-making process on behalf of students with disabilities. IEP and 504 teams exist because federal regulations require them. The purpose of these teams is to make decisions about eligibility, services and supports, placement, and disciplinary consequences. The team decision-making process affords unique opportunities to build connection and collaboration between educators, establish relationships with community service providers, strengthen the school-family partnership, address inequities, and develop student self-determination. A responsive process is one by which teams start by identifying qualities of the student's unique profile. Next, teams partner to collect and analyze data to support claims and make decisions that optimize the opportunity for excellent outcomes. The result is decisions that fit closely with the documented needs of the student and the requirements of the law. This book will address the ongoing and growing dissonance between schools and families, especially in determining how to educate students with disabilities in partnership. A current pandemic-related challenge is the months-long disruption in learning, which is affecting literally millions of students with disabilities. It is critical at this time that schools, families, and community providers find ways to engage in frank conversations about student strengths, challenges, needs, and services in a way that promotes unity, partnership, and shared problem-solving and support for students. This is the only path toward equitable access to opportunities for excellent outcomes!"-- Provided by publisher.

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