2.  Provide information that parents need to know when their child has an IEP  Provide ideas for helping your child reach their potential  Provide important things to think about for the approaching high school years  Answer your questions

3. The IEP development process must consider The IEP development process must consider:  your child’s strengths;  your concerns for your child’s education;  the results of your child’s individual evaluation;  the results of any State or districtwide tests or assessments; and  any unique needs related to your child’s disability (such as communication needs, behavior, etc.).

4.  What can your child do now to prepare for being an adult? What can you do to help him or her prepare?  What will your child do after he or she graduates from school? (Or when he or she turns 21 and is no longer eligible to attend school?)  Will your child go to college? If so, what high school courses should he or she take? What tests will your child take?  Where will your child live? Does he or she need to learn new skills to live independently?

5. Least Restrictive Environment (LRE) means that a student is with his or her general education peers as much as possible during the school day while meeting their specific needs. This could take place in a variety of service models

6. 1. Itinerant - general education classes all day; visits with special education teacher just to check in. 2. Inclusion/Co-teaching – general education classes for all core subjects; Special and general education teachers co-teach in the classroom. 3. “Resource”- one enrichment period to provide remediation of skills and assistance with assignments 4. Partial integration- instruction in Math and/or ELA given by the special education teacher 5. All core areas in the special education classroom- instruction in all core areas given by the special education teacher

7. Accommodations are changes in materials or procedures that provide access to instruction and assessments for students with disabilities. They are designed to enable students with disabilities to learn without the impediment of their disabilities, and to show their knowledge and skills rather than the effects of their disabilities. Remember: We want to level the playing field while helping the student become more and more independent Remember: We want to level the playing field while helping the student become more and more independent

8. It is important to begin thinking about high school and beyond now!  Students who do not take general education courses will not receive credits toward their diploma  Students who do not pass general education courses will not receive credits toward their diploma

9.  High School Diploma - student must take credit-earning courses and pass them to earn 24 credits and pass the HSAP exam.  Occupational Credential - student will take core courses (English, Math, History, Science) in the special education classroom along with work-readiness courses.  Attendance Certificate - student will receive this if they do not earn the necessary credits nor do they take the Occupational Credential path.

10.  Positive, frequent communication with teachers and service providers  Encourage them to read and locate information  Talk to them and listen, let them know you are interested in them  Monitor homework and studying  Put a limit on TV and video game playing  Encourage responsibility and independence  Encourage active learning- asking and answering questions, getting involved in cooking, sports, etc.  Teach about accountability and consequences  Make education a priority

11.  Study a little each day- review notes, break spelling or vocabulary lists into chunks  Get a routine established for the week and follow as closely as possible.  Choose a quiet, comfortable place without distractions.  Use index cards for learning vocabulary or other information for memorization  Use an agenda daily to write down assignments and important information  Have a healthy snack while you study to help you concentrate.

12. 1. National Center on Secondary Education and Transition. http://www.ncset.org/publications/viewdesc.asp?id=247 http://www.ncset.org/publications/viewdesc.asp?id=247 2. A Parent’s Guide to Special Education. http://www.p12.nysed.gov/specialed/publications/policy/ parentguide.htm#LRE http://www.p12.nysed.gov/specialed/publications/policy/ parentguide.htm#LRE  U.S. Department of Education Office of Communications and Outreach, Helping Your Child Succeed in School http://www2.ed.gov/parents/academic/help/succeed/succ eed.pdf http://www2.ed.gov/parents/academic/help/succeed/succ eed.pdf