September 7, 2020
Ready, Set, Go
HLPs in Action: Student Involvement in IEP Goal Development
Teachers’ skills in guiding the process of setting IEP goals and adapting curricula to attain goals is essential to student success. Involving students in shaping their own IEP learning goals is a critical factor for student success. Educators and students may set learning goals jointly through the Individualized Education Program (IEP). According to the Individuals with Disabilities Education Act (IDEA, 2004), the IEP must incorporate the student’s preferences, interests, needs, and strengths. When students have a voice in determining their own IEP goals, they gain the opportunity to practice many skills that facilitate independence, develop an ability to overcome obstacles, and set themselves upon the course for a self-determined life. Continue Reading
Do you want to dive deeper into involving students in developing their IEP and helping to direct meetings?
Getting the Most out of IEPs: An Educator’s Guide to the Student-Directed Approach is available for check-out in our lending library. And if you want to read, watch, or listen to how practitioners are implementing student-directed IEPs, Transition Source has a page with documents, videos, and podcasts highlighting the process.
Are you trying to find ways to effectively hold IEP meetings online so that all parties may participate meaningfully?
The Center for Appropriate Dispute Resolution in Special Education (CADRE) has collected resources, tips and strategies that will help you facilitate meaningful virtual meetings. And if that’s not enough, check out this tip sheet on holding and participating in virtual IEP meetings.
Welcome New Members of the TTAC Team
Meg Druga is excited to join the Region 5 TTAC team as an Early Childhood Coordinator. Meg has a Bachelor of Independent Studies with concentration in early childhood special education and an M.A.T. in ECSE, both from James Madison University. Meg taught in an inclusive preschool classroom for eleven years for Augusta County Public Schools. During that time, she served on her school leadership committee and the preschool curriculum review committee. Meg had the opportunity to present to her colleagues at both local and state levels on social and emotional practices in the classroom and inclusion in the preschool classroom. Meg was selected to be a member of the first Augusta County Trail Blazers cohort and is a certified PreK CLASS observer. Meg is passionate about inclusive practices! In her free time, Meg enjoys spending time with her husband and daughter. As a proud graduate of JMU, Meg is excited to be back with the university!
Kim Gregory holds a BA in Family Studies from Syracuse University and a MA in Early Childhood Education from Roosevelt University. She has over 25 years of experience in the field in various roles and positions including classroom teacher, center director, field site supervisor, trainer, and college faculty. She was the Early Childhood Development Program Head at Virginia Western Community College from January 2004 to May 2020 and the Director of the Davenport Institute for Early Childhood Education from 2018-2020. She is active in the early childhood community serving on various committees including Smart Beginnings, the Virginia Cross Sector for Professional Development, Head Start State Advisory Committee, and the State Leadership Team for the Center on the Social Emotional Foundations for Early Learning, truly benefiting and enjoying the rewards of collaboration. She loves training, teaching early childhood professionals, and supporting teachers on their professional journey with a focus on high quality early childhood programs. Her biggest reward is knowing that she makes both an impact on teachers of young children and the children and families in their classrooms.
Resource Spotlight
As with any relationship, the ability to work together in a collaborative manner is key to a successful outcome. That is not to say that everyone must agree with each other's opinions, thoughts, and offerings during discussions. Rather, all parties engaged in the conversation must remain respectful of one another and be willing to actively listen and respond appropriately within the conversation. IEP meetings can be intimidating, especially for parents new to the process. However, that should not deter a parent from being an active participant in the discussion that will ultimately impact on their child. Parents should reach out to inform their child’s IEP Team of their desire and ability to support their child’s ongoing learning; sharing information about resources currently available in the home and their child’s regular routines in the home. Visit for more information on working with parents during virtual instruction.
TTAC Upcoming Events
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