Select Page

Site Administrators

Student Records

Student Records

What is a pupil record as it relates to special education?  This training will help administrators understand legal requirements for records better and provide a checklist for responding to requests more quickly, comprehensively, and efficiently.

Red Flags

Red Flags

This training will assist administrators in identifying red flags that indicate potential issues with a student’s program and services.  Participants will learn how to anticipate parent requests for services, aide support, and other common requests and what actionable steps districts should take when these warning signs are presented.

Facilitating IEP Meetings

Facilitating IEP Meetings

Facilitation is the process in which an individual assists an IEP team with communication and problem-solving strategies so the IEP team can develop a child-focused educational program while maintaining positive working relationships.  Administrators will walk away with an understanding of the facilitator role, stages of facilitation, crucial communication and listening skills, and strategies and techniques to facilitate an IEP meeting successfully. 

Parent Consent and Exceptions

Parent Consent and Exceptions

This training will guide administrators on technical next steps when parents provide full consent to the IEP or sign with exceptions.

Fundamentals of IEP Note Taking

Fundamentals of IEP Note Taking

This training is designed to teach IEP administrators best practices for taking IEP notes. Information presented will include what should and should not be stated in the IEP notes, best practices for IEP note-taking, and how to handle disagreements over IEP notes.

Role of the LEA Administrator at the IEP Meeting

Role of the LEA Administrator at the IEP Meeting

This training will focus on the LEA Administrator’s role in every IEP meeting as a communication activity within a legal and leadership framework. The essentials of both frameworks will be reviewed through the lens of what the LEA Administrator needs to know and be able to do as they lead the process of IEP meetings.

How to Interpret Psycho-Educational Evaluations

How to Interpret Psycho-Educational Evaluations

Teachers, specialists, and administrators receive psychoeducational evaluations of their students with IEPs.  What do all those standard scores mean? How can the information in a psychoeducational report support teachers and specialists in planning effective academic interventions and quality educational programs? This training will inform IEP team members on interpreting and understanding assessment data and focusing on educational strategies.

IDEA and Section 504: Understanding the Differences

IDEA and Section 504: Understanding the Differences

This training will compare and contrast the IDEA and Section 504 from a legal and practical perspective.  The most significant differences between IDEA and Section 504 in Assessments, Accommodations vs. Services, and FAPE will be explored.

The Prior Written Notice: When It’s Required

The Prior Written Notice: When It’s Required

A Prior Written Notice (PWN) is an opportunity for schools to communicate with families of students with disabilities regarding implementing the student’s programming. This training discusses how the IDEA guides the appropriate use of a PWN and the seven different components to be embedded within the PWN. Additionally, participants will discover sample templates and proper ways to communicate in a PWN so all team members have a clear, concise understanding of the proposed or refused implementation of programming for an individual student.

Evaluating the Need for 1:1 Support

Evaluating the Need for 1:1 Support

When an IEP Team is considering paraeducator support for a student, all aspects of the student’s IEP must be examined, with the focus always being on maximizing student independence to avoid unintentionally fostering dependence on the paraeducator.  This training will focus on how IEP teams can evaluate a student’s need for 1:1 support using various tools.