03863cam a2200397 i 4500 22369601 CSPC 20251003172153.0 220103s2022 cau b 001 0 eng 2021059522 9781071854624 (paperback) 22369601 DLC eng rda DLC DLC CSPC pcc n-us--- LC4031 .J54 2022 371.90973 J635r 23/eng/20220302 Johnson-Mussad, Albert, author. Responsive collaboration for IEP and 504 teams / Albert Johnson-Mussad and Laurel Peltier. Thousand Oaks, California : Corwin, 2022. xv, 331 pages ; 26 cm. text txt rdacontent unmediated n rdamedia volume nc rdacarrier Includes bibliographical references and index. 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. "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. Children with disabilities Education United States Evaluation. Children with disabilities Education Law and legislation United States. Individualized education programs United States. Peltier, Laurel, author. 7 cbc orignew 1 ecip 20 y-gencatlg ddc BK 23 371.90973 J635r CIR 2022 0 0 0 ddc 0 0 CSPC CSPC CIR 2025-10-01 0 CIR 371.90973 J635r 2022 030533 2025-10-01 13:17:46 1-1 2025-10-01 BK 30563 30563