*Improving IEPs by Creating a Symphony of Services and Aids That Promote Access and Progress
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How can you ensure our IEPs are designed to empower your students to reach their full potential and support access and progress within the general education curriculum?
What are the services and aids you need to consider and how do they fit together to create a symphony of supports allowing students with disabilities to thrive?The statement of special education and services and aids is a critical component of the IEP that provides the substance of what we will teach and the supports we will provide to allow students with disabilities to make progress toward their annual goals, to be involved in and progress in the general curriculum, and to be educated and participate with other children with and without disabilities. Like the instruments of a symphony, the parts of the statement work together to support students. In this webinar, presenters will define the four parts of the statement, discuss how educators, in collaboration with the other members of the IEP team, can help develop a comprehensive statement that includes the specially designed instruction, services, and aids that meet the unique student needs.
Presenters will model activities that educators can use to learn more about the statement and access share freely available resources that can support additional learning.
While geared toward new and early-career special educators, it is a great refresher for anyone starting a new year.
Presented by: PROGRESS Center
Sara Evans
PROGRESS Center
Sara Evans serves as a technical assistance provider for the PROGRESS Center. In this role, she provides district, state, and national level coaching and professional development in the areas of special education services and policy, transition services, future planning, MTSS, and systems coaching. Before joining AIR, Sara worked in the field of special education for over 23 years as a K-12 special education teacher, Program Specialist, and Director of Student Services. In addition, she has led the implementation of district, regional, and statewide MTSS implementations. Sara earned her bachelor’s degree in Elementary (K-8) and Special Education (PreK-12) from Northern Arizona University and her master’s in Educational Leadership from Montana State University.
Steven Prater, MA
PROGRESS Center
Steven Prater serves as a technical assistance provider for the PROGRESS Center and leads the Center's intensive technical assistance work with PROGRESS Center partnership sites. For almost 20 years, Mr. Prater has worked at the state and local levels in general and special education. Prior to joining AIR, he led a project for the state of Texas in partnership with the National Center on Intensive Intervention about training school and district staff on data-based individualization. He is a former secondary math teacher, licensed specialist in school psychology, campus administrator, and manager of technical assistance in special education at the Texas Education Agency (TEA). In his position at the TEA, he developed and oversaw many projects to improve outcomes for students served by special education. He earned his Master of Arts in School Psychology from Texas State University in San Marcos, Texas.
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